# data[].attributes.body
- Susie's father left and mother doesn't pay attention to her
- She had a seizure that affected her at the age of four physically and mentally
- When her mother does pay attention, she tries to give discipline, but that made Susie aggressive
- She has trouble in school because of how her mother treated her at home
- Susie has a hard time figuring out emotions and looks at others to see what emotion she should display
- She follows what others do, not for herself

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Coon, D., Mitterer, J. O., & Martini, T. S. (2021). Introduction to Psychology: Gateways to mind and behavior (16th ed.). Cengage Learning US. https://bookshelf.vitalsource.com/books/9780357371497

Kujawa, A., Dougherty, L. R., Durbin, C. E., Laptook, R. S., Torpey, D. C., & Klein, D. N. (2014). Emotion recognition in preschool children: Associations with maternal depression and early parenting. Development and Psychopathology, 26(1), 159–170. https://doi.org/10.1017/s0954579413000928

Madjar, N., Shklar, N., & Moshe, L. (2016). The role of parental attitudes in children’s motivation toward homework assignments. Psychology in the Schools, 53(2), 173–188.

https://doi.org/10.1002/pits.2189

# data[].attributes.body
Localization of function: strategy of linking specific structures in the brain to specific psychological or behavioral functions.

(Coon et al., 2021)

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The ability to consciously exert self-control.

(Coon et al., 2021)

# data[].attributes.body
Sensation: energy from the environment into a pattern of response by the nervous system.

Absolute threshold: minimum of physical energy.

Difference threshold: minimum difference in physical energy between two stimuli.

(Coon et al., 2021)

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Perception: selection, organization, and interpretation of sensory input.

Mind-wandering: process by which attention is withdrawn from the physical environment.

Depth cues: features of the environment and messages from the body that supply information about distance and space.

(Coon et al., 2021)

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We believe she was none.

she is aggressive with others.

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Takes food from others.

She wants more friends, but she is bossy.

# data[].attributes.body
Susie's sensitivity to loud noises and bright lights.

The scent of the cologne that her dad makes Susie cry.

She has involuntary muscle movements in her hand after the seizure.

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If she Susie gets tested in the afternoon on something she learned earlier that day she doesn’t remember.

She cannot state the correct answer on her own.

She doesn’t do homework.

# data[].attributes.body
Susie's teacher tells her what to do and gives consequences.

Susie's mother gave her spankings, but she began to hit her sisters.

# data[].attributes.body
Susie has difficulty labeling emotions.

She has difficulty with reasoning and taking others point of view.

# data[].attributes.body
since Susie’s seizure she her behavior, personality, and sensories have changed.

Her mother, teacher, and psychiatrist have reported seeing the changes.

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Aptitude: A capacity for learning certain abilities.

Multiple intelligences: Howard Gardner’s theory that there are several specialized types of intellectual ability.

(Coon et al., 2021)

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Choice overload: Difficulty making a decision in the face of many alternatives.

Creativity: Ability to combine mental elements in new and useful ways.

(Coon et al., 2021)

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Howard Gardner Theory

theorizes that there are nine distinctly different kinds of intelligence, including:

1. Linguistic (language abilities)

2. Logical-mathematical (logic and number abilities)

3. Visual (pictorial abilities)

4. Musical (music abilities)

5. Bodily-kinesthetic (physical abilities)

6. Intrapersonal (self-knowledge)

7. Interpersonal (social abilities)

8. Naturalist (an ability to understand the natural environment)

9. Existential (an ability to understand spirituality and existence)

(Coon et al., 2021)

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Susie's psychologist said she is very imaginative.

# data[].attributes.body
Susie's teacher has expressed that Susie can point out correct answers if they are given, but can't state them on her own

# data[].attributes.body
Susie is uninterested in doing homework

Can't reason with logic

Without incentives Susie won't do work, with incentives she thrives and completes the work

# data[].attributes.body
Logical-mathematical (logic and number abilities)

Bodily-kinesthetic (physical abilities)

Intrapersonal (self-knowledge)

Naturalist (an ability to understand the natural environment)

# data[].attributes.body
Stages of Creative Thought Process: Typically, five stages occur during creative problem solving

1. Orientation.

-As a first step, the person defines the problem and identifies its most important dimensions.

2. Preparation.

-It helps to be prepared in general, as an expert might be when first confronting a problem, but it also helps to become saturated with as much information about the specific problem as possible

(Coon et al., 2021)

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Environment (“nurture”) The sum of all external conditions affecting development, including especially the effects of learning.

Deprivation In development, the loss or withholding of normal stimulation, nutrition, comfort, love, and so forth; a condition of absence.

Socioemotional development Area of psychology concerned with changes in emotions and social relationships.

Affectional needs Emotional needs for care, love, and positive relationships with others.

(Coon et al., 2021)

# data[].attributes.body
Susie’s environment is not ideal for a 7-year-old.

The lack of parental guidance affects the way she acts.

Although her mother is physically present, she does not care for Susie or her sisters like she should.

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Erik Erikson (1963) suggested that we face a specific psychosocial dilemma, or “crisis,” at each stage of life.

birth - 1 = trust vs mistrust

1 - 3 years = autonomy vs shame and doubt

3 - 5 years = initiative versus guilt

6 - 12 years = industry versus inferiority

12 - 19 years = identity vs role confusion

20 - 34 years = intimacy versus isolation

35 - 64 years = generativity versus stagnation

65 - death = integrity versus despair

(Coon et al., 2021)

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Susie does not have motivation to try to succeed in school therefore she does not put in effort.

She is unable to recall information she learned but she is able to point out the correct answer when she is given choices.

Susie’s teacher began giving her stickers for completing homework assignments, her teacher began to see progress.

(Madjar et al., 2016)

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Due to her lack of parental guidance Susie does not know how to regulate her emotions.

Susie knows anger and sadness.

Susie shows aggression to her sisters by hitting them which began when her mother started spanking her for bad behavior.

Susie takes food from other kids because she comes to school hungry.

Susie has different personality traits, some negative and some positive which seems to make her emotions hard to label.

(Kujawa et al., 2014)

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Susie's father has been absent and has had no contact with the family since he left.

Susie’s mother does not provide basic care for her or her sisters.

Susie’s school psychologists try to take time to understand Susie’s emotions.

When she tries to make friends, she tends to boss them around.

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Susie shows behavior of Schacter and Singers Two Factor Theory.

It States emotions come from physiological arousal, then your brain labels its cause.

->I feel like since she's a crowd follower and doesn't really know how to react to certain things emotionally this theory applies to her.

(Coon et al., 2021)

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Personality- A person’s unique and relatively stable patterns of thinking, emotions, and behavior.

Habit- A deeply ingrained, learned pattern of behavior.

Social reinforcement- Praise, attention, approval, and/or affection from others.

(Coon et al., 2021)

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Susie follows others, she acts like others, she doesn't have a personality of her own.

She has a habit of not doing homework and being aggressive.

Her teacher gives her praises if she completes her homework and assignments.

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Emotional stimulus ->Arousal plus label (“I am afraid.”) -> Emotional feelings (fear) & Behavior (run)

(Coon et al., 2021)

# data[].attributes.body
Social norm: widely accepted “but often unspoken” stander of conduct for appropriate behavior.

(Coon et al., 2021)

# data[].attributes.body
social influence: Changes in a person’s behavior induced by the presence or actions of others.

(Coon eat al., 2021)

# data[].attributes.body
Susie does not meet the social norms of typical 7-year-olds.

Susie is not very social like most people her age.

Although Susie is a daughter, she doesn’t act like it.

Susie is improving in school.

Susie does not follow directions well in group settings.

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Susie’s negative personality is consistent no matter who she is around.

Susie does not like to follow directions from authority.

Susie’s mother does not parent Susie well, her and her siblings do what they want.

None of the authority figures can get Susie to follow their directions.

Susie follows her peers and tries to act like them.

# data[].attributes.body
Susie the seven-year-old has issues with her brain and behavior. It also includes self-regulating emotions, sensations, and perception. She has trouble thinking and has a low/average IQ for a seven-year-old. She goes along with Howard's theory of intelligence. Susie's human development is slower than average kids her age. She also goes along with Erik's theory of the stages of life. She lacks motivation and has trouble with labeling emotions. Her personality isn't her own. She fits the Singers Two Factor Theory. Susie doesn't have any social thinking skills. She has social influences that can be good or bad. Overall, Susie doesn't fit in like the other kids. She doesn't understand what most kids can do her age.