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Overall, we find miss Susie Hanover to be a fairly good child, who simply has difficulty coping with her behavioral issues. Luckily, she has a great counselor and a wonderful teacher to help her become the best Susie she can be!

Hopefully one day she can proudly say that she has a wide range of friends, who love and support her the same way she supports them. We also hope that the adults in her life can condition her into becoming a positive role-model for her younger sister, and to extinguish her "unconventional" procurement of other children's lunches

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|| The More You Know... The More You Punch ||

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|| The More You Know... The More You Punch ||

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Social Learning Theory may explain why Susie is so aggressive towards other students. Social Learning Theory states that aggression is learned from other aggressive behavior.
It could be stated that Susie had learned her harsh behavior from her own parents, who were reported to have fought frequently before her dad moved out. Hidden within this violence could also be the reason for Susie's apparent bossy nature towards other children

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We think that Susie could be attempting to manipulate one of the Big Five traits of her personality—Agreeableness

Susie tends to display unfriendly behavior towards other kids, bossing them around, asserting aggression, and even stealing some of their lunches! Despite this, Susie's teacher reported that Susie wants more friends

In order to curb this behavior, Susie begins talking with her guidance counselor on how to be friendly towards other kids. She even brings some of the friends she DOES have to the counselor's office, in order to learn how friends play together properly. By doing this, she can alter her antagonistic behavior, and gain more friends!

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Regarding Freud's theory of the three aspects of one's personality: The Id, the Ego, and the Superego.

Considering her latent aggression, her apparent bossiness and her stealing of food from other students, it can be said that her Ego typically rules in favor of her own Id. However, there are times, such as when she brings her friends to the counselor's office, when the Superego gets a time to shine

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It is quite obvious that Susie is definitely extroverted. Her liveliness and imaginative nature have been noted by her psychology, in addition to her participation in Big Brothers/Big Sisters after school.

While she may have difficulty in getting along with other students, it does not seem that she prefers to be alone.

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Susie's behavior can partially be attributed to Maslow's Hierarchy of Needs, a model used to gauge our human needs, in order to achieve self-actualization.

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Susie, left to fend mostly for herself by her mother, has to put herself to bed at night. As she is only 7, she may not always know when the most opportune moment to go to bed. Therefore, she could suffer from either a lack of sleep, or an inconsistent sleeping schedule.

Because of this, her brain may not be as well-rested as it should be, and may contribute to her lack of motivation in school.

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According to Susie's psychologist, Susie is quite insecure. This could be a result of her low self-esteem, another need which has not been met. Of course, it may not be possible to meet these needs until her Love & Belonging needs have been satisfied (see left)

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While her physiological needs are met (mostly by herself) and we know little of her Safety and Security needs, we can conclude that Susie's "Love and Belonging" requirements are severely lacking.

We know that her mother neglected her, as well as her siblings, when they were infants, and because Susie has to fix her own food, her mother may be neglecting her now.

Although there isn't anything in detail about how her mother truly treated her, we can assume that her love and belonging needs are not being met.

In addition, her lack of Love & Belonging can be attributed to her difficulty in making friends, and her aggression with her peers.

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Susie's mother retains an overly-permissive parenting style, her behavior having been cited in the case file as basically allowing her children to do whatever they want. This could explain Susie's distaste for rules, and her perception of her teacher as "mean" for giving her rules to follow.

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Of course, the absence of Susie's father played a HUGE role in her development. Besides the trigger memories that are summoned by the scent of her father's cologne, Coon, Mitterer, and Martini (2017) note that paternal figures are a major factor into children's development (pp. 103-104). His absence, beginning at around age 5 or 6, could have influenced her growing mind very easily, especially as she had not yet reached the "age of reason" (Coon et al., p. 109)

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Susie's physical development, according to her file, was most affected by the grand mal seizure she had at age 4. She used to have trouble walking afterwards, and she continues to have involuntary motions on her left hand.

While we don't know too much about the seizure itself, it is clear that the seizure was instrumental in defining Susie's physical development.

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American-German psychologist Erik Erikson is most famous for his psychosocial "Life-Stage Theory of Human Development"  (Coon et al., p. 99). According to his theory, Susie is experiencing Stage IV: Industry vs. Inferiority.

Judging by the latent hostility Susie holds towards other students (taking others' food, bossy behavior), her attitudes towards her teacher for setting rules, and the lack of praise received at home, it is reasonable to conclude that Susie has shifted to an Inferior view of herself rather than Industrial

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As they develop, babies form a multitude of emotional attachments with the individuals in their lives  (Coon et al., pp.96-97) Healthy development is generally signaled by a secure attachment--a positive, balanced emotional connection. This is extremely important in the first three years of a child's lifetime.

Unfortunately for Susie, her mother was neglectful of her infant children--the mother admits this in the case file! This could be a very prominent factor in the Susie's less-than-optimal behavioral patterns, and could have damaged her ability to form emotional connections.

According to Coon, Mitterer, and Martini (2017), secure attachment can also affect fathers as well, as "fathers of securely attached infants" have a tendency to be more warm and euphoric in their marriage (p. 98). However, Susie's father was not happy in their marriage, marked by intense fights which ended in the removal of his contact with the family.

In addition, there have been theories on the importance of an adult figure in children's lives. Levy Vygotsky had a theory, detailing that children require a "skillful tutor", an adult in this case, to be able to understand how things work (Coon et al., p. 112). Having multiple adults reinforce the same ideals onto Susie, teaching her between right and wrong, among other things, would aid her in having a healthy developmental cycle.

Unfortunately, with the disregard of her mother and the absence of her father, it seems that Susie's teacher is the only (or one of the only) adults who are actually nurturing Susie's mind. While the presence of the teacher is certainly helpful, it is the absence of the parental guidance that may have the most-profound influence on Susie's mind.

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Carlton-Ford, S., Miller, R., Brown, M., Nealeigh, N., & Jennings, P. (1995). Epilepsy and Children's Social and Psychological Adjustment. Journal of Health and Social Behavior, 36(3), 285-301.

Coon, D., Mitterer, J., Martini, T. (2017). Introduction to Psychology: Gateways to Mind & Behavior. Boston, MA: Cengage Learning

Schuetze, P., Eiden, R. D., Colder, C. R., Huestis, M. A., & Leonard, K. E. (2018). Prenatal Risk and Infant Regulation: Indirect Pathways via Fetal Growth and Maternal Prenatal Stress and Anger. Child Development, 89(2), e123–e137. https://doi.org/10.1111/cdev.12801

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Susie's father left the house after his divorce from her mother. The scent of his cologne triggers memories of her father, prompting Susie to cry ;-; It has been noted that this response is gradually decreasing.

Maybe this could be considered a flashbulb memory, or at the very least a trigger event, as it evokes a strong emotional response from Susie.  (Coon et al., pp. 248-249)

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In chapter 7 we found that our long-term memory can be accessed during dreams. We believe that this can contribute to Susie's nightmares. There is a possibility that she is experiencing an event that happened to her or around her that is triggering her nightmares. But after her nightmares she doesn't remember anything that happened. This may be a result of the memory not encoding right or even never leaving sensory or short-term memory. (Coon et al., pp. 233-234)

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Susie has been reported to be sensitive to bright lights and loud noises. That could be influenced by the seizure, but it is also possible that her sensitivity had began before then.

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Imitating models can be powerful. In chapter 6, there's a situation where Raymond is annoying the older brother, so the older brother hits him. The older brother interrupts his father from watching TV, so the father swats the older brother.

This is similar to Susie and her siblings because this behavior shows that when Susie's mother is frustrated, she'll hit someone. As a result, Susie has learned to hit her sisters when she is frustrated with them. In addition, her mother may have not added reinforcement to her pleasant behavior, or made it clear what behavior that the mother is trying to extinguish. Therefore, Susie's mother could be a contributing factor to Susie's hitting of her sisters. (Coon et al., p. 220)

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Susie's teacher uses positive reinforcement every time she gives her a sticker for turning in her assignment. The stickers help shape Susie, so in the future she will know that if she turns in her homework  she is doing the right thing.

While currently, Susie is being rewarded for every assignment, the teacher plans to shift her reinforcement methods to encourage Susie to always turn her homework in.

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Susie's difficulty with the recognition of emotions also suggests right-brain damage, as the right brain's functions include the ability to recognize emotions (Coon, Mitterer, & Martini, 2017, p. 69).

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There is some evidence within Hanover's file that suggests that her brain (mostly the right side) had suffered damage post-seizure

For a brief time after her seizure, miss Hanover had suffered involuntary movements in her left arm, which is controlled by the right brain (Coon et al., pp. 66-67).

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There is evidence within Susie's file to support the claim that Susie's frontal lobe is damaged, whether due to the seizure or another factor.

The frontal lobe is responsible for reasoning, planning, motor control,  and awareness of one's own emotional state. (Coon et al., p. 70). Evidence that the frontal lobe has been subject to some form of damage include:

She tends to not consider potential consequences when agreeing to group activities [Reasoning/Planning]

Her initial difficulty in walking post-seizure [Motor Skills]

Struggles in abstract reasoning [Reasoning]

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Susie Hanover is a 7 year old girl, with two sisters and an inattentive mother. She is also a middle child

Has experienced major seizure at early age

Mother used marijuana during pregnancy

Age 5: Parents divorce, father has no contact

Wants more friends, but does not display many traits of one who seeks companionship; Displays aggressive behavior; Takes food from others from coming to school hungry