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Antisocial behavior is defined as any behavior that has a negative impact on other people.

Antisocial behavior can lead to frustration.

Frustration then leads to aggression which is called frustration-aggression hypothesis.

(Coon, Mitterer, & Martini, 2019).

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Environmental influence at home and at school, learning via observation, and repression of memories have all affected  Susie's development. Emotions and personality are characteristics that can be developed through what children learn; either purposefully or subconsciously being taught or by observing the adults around them.

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Susie experiences feelings of aggression likely learned from observing her mother's behavior.

She uses this aggression by displacing it on her peers and family. Her frustration is unwarranted and often causes social conflict.

(Coon, Mitterer, & Martini, 2019).

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Since Susie’s mother admitted to not spending much time with her children, this, in turn, affects Susie’s social behavior at school amongst her peers.

“Findings indicate that ABC (Attachment Biobehavioral Catch-up) intervention is effective in teaching parents how to provide nurturing care and engage in appropriate interactions with their children” (Grube & Liming 2018).

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Susie has a very agressive behavior and has a very low likability at different grade levels. The relevance of these findings to children’s peer assessments of aggression and withdrawal is discussed (Younger & Piccinin 1989).

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                              Motivation

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                              Motivation

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Susie's attitude and behavior straighten up significantly when her teacher offers her a sticker for completing homework.

Although she starts fights and is mean to her siblings, she participates in Big Brothers/Big Sisters after school; showing that there is some sort of drive and desire to do better.

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Learned behavior patterns, or habits, make  up the  structure  of personality

(Coon, Mitterer, & Martini, 2019).

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                                            Basic Emotions

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                                            Basic Emotions

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Susie often behaves with a need for power over others in social environments, often inserting herself with aggression. This can be derived from her mother's aggressive actions towards Susie & her siblings.

Adapting to her environment involves reflecting her basic emotions based on the reactions of others. This helps Susie feel accepted & safe in her environment because she has difficulty identifying the appropriate response in situations.

(Coon, Mitterer, & Martini, 2019).

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          Motivation & Emotion +   Personality

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          Motivation & Emotion +   Personality

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Susie's emotions are aroused every time smells her father's cologne (stimulus motive), in which her arousal state is low already because she is hard to wake in the mornings for school (Coon, Mitterer, & Martini 2019).

She also has very low self-esteem about herself, but she is very competitive because she is always competing socially for friends.

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Maslow classifies a person's motivation by ranking the importance of their basic needs to most powerful needs.

Love and belonging is something that Susie lacks because due to her not having friendships or any connections with others her age.

(Coon, Mitterer, & Martini, 2019).

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Susie is 7 years old, which puts her cognitive development in the “preoperational stage (cannot easily use mental operations or transformations to manipulate those images or ideas in their minds) according to Jean Piaget’s Theory of Cognitive Development” (Coon, Mitterer, & Martini 2019).

According to Erik Erikson, Susie’s social development is in “Stage 4 (Industry versus Inferiority) of Erikson’s Psychosocial Dilemmas” (Coon, Mitterer, & Martini 2019).

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                                 Developmental

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                                 Developmental

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The study of the normal changes in behavior that occur across the lifespan. The heredity “nature” is the transmission of physical and psychological characteristics from parent to offspring through genes (Coon, Mitterer, & Martini, 2019).

Susie's mother used marijuana during pregnancy, resulting in defects during Susie's prenatal development called congenital problems.

This relates to our case study because Susie grew up seeing chaos in her home,  involving her mother and father; these behaviors transpired from Susie to her siblings.

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                           Affectional Needs

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                           Affectional Needs

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Susie's mother acknowledges being inattentive to her children's needs growing up.

Children that form attachments with their parents begin to develop self-awareness and an awareness of others. (Coon, Mitterer, & Martini, 2019)

According to Susie's teacher, she starts fights and has a hard time with abstract reasoning; displaying her lack of self-awareness.

Susie's teacher also reports she has a hard time understanding others' points of view; displaying a lack of awareness of others.

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Susie's complicated relationship with her mother during a sensitive period of development will likely result in long-term behavioral issues.

Her mother falls into the permissive which have two parts which are:

1. Permissive indulgent

2. Permissive neglectful

(Coon, Mitterer, & Martini 2019).

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                           Parenting Styles

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                           Parenting Styles

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The patterns in the way parents take care of their children is important because it has an impact on how they will be in adulthood (Coon, Mitterer, & Martini 2019).

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On the outside, Susie Hanover seems to be a typical child who is good at soccer and loves listening to music, however she suffered from a grand mal seizure at four years old. Her mother smoked marijuana during pregnancy. Her mother would spank her, but stopped once she noticed that Susie began to express aggressive behavior towards peers & her siblings. She has been having trouble in school and lacks interest in her school work. It is difficult for her to label and display emotions, which impacts her socially. Although she wants to make friends, she has a habit of bossing them around and telling them what to do.

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Reinforced Behavior & Observational Learning

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Reinforced Behavior & Observational Learning

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Susie is rewarded with stickers when she completes her homework assignments. This is positive reinforcement (Coon, Mitterer, & Martini, 2019).

Susie has difficulty reading emotions and looks to her peers in order to determine how she should react in a situation. This is observational learning (Coon, Mitterer, & Martini, 2019).

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Children repress traumatic or emotionally damaging experiences (Coon, Mitterer, & Martini, 2019).

Susie has nightmares and cries when reminded of her father (i.e. the smell of his cologne).

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                                Learning and Memory

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                                Learning and Memory

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Most behaviors are learned. Learning is a relatively permanent change behavior due to experience (Coon, Mitterer, & Martini, 2019).

This relates to our case study because Susie’s Mother would spank her which caused Susie to lash out in violence towards others, such as her siblings. She behaved in the manner of what she learned.

Memory is a series of active systems that receive, store, organize, alter, and recover information. Encoding is the conversion of information into a form suitable for retention in memory (Coon, Mitterer, & Martini, 2019).

This relates to our case study because Susie cries when she smells her dad’s cologne. The scent of his cologne triggers a memory of her dad, this reminds Susie of his presents which is no longer there.

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Susie has a certain sensitivity to bright lights and loud sounds, according to her mother. This is known as sensory overload and is fairly common to intense stimuli that "command attention" (Coon, Mitterer, & Martini, 2019). However, most people do not commonly have to deal with overbearing sensational processing.

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According to Coon, Mitterer, and Martini (2019), there have been case studies that show the changes in a person's behavior and personality due to brain injuries (pg.63).

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Susie's perception of how she is supposed to act at school and home is affected by what she has witnessed (sight sensation) how her mother has treated her and her sisters at home.

She thinks that it is acceptable to yell at her peers and take other people's food at school. All of this can be attributed to her selective attention (what she chooses to focus on) and inattentional blindness (what she loses interest and attention in) (Coon, Mitterer, & Martini, 2019).

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                              Brain and Behavior

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                              Brain and Behavior

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Susie suffered from a grand mal seizure at the age of 4, and this seizure affected how she walked and caused involuntary muscle movements in her left hand (controlled by the right hemisphere of her brain).

Susie yells at other students at school and fights with her sisters at home. Behavior can be affected by a hormonal imbalance, particularly the hormone Oxytocin that is secreted by the pituitary gland. "Oxytocin plays a broad role in regulating many behaviors generally involved in social bonding" (Coon, Mitterer, & Martini, 2019).

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                                            References

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                                            References

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Coon, Mitterer, & Martini. (2019). Introduction to Psychology: Gateways to Mind and Behavior (15th ed.). Cengage.

Grube, W.A., & Liming, K. W. (2018). Attachment and Biobehavioral Catch-Up: A Systematic Review. Infant Mental Health Journal, 39(6), 656-673. https://doi.org/10.1002/imhj.21745

Younger, A. J., & Piccinin, A. M. (1989). Children’s Recall of Aggressive and Withdrawn Behaviors: Recognition Memory and Likability Judgments. Child Development, 60(3), 580. https://doi.org/10.2307/1130724