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In conclusion, Susie is a good child who just needs help. Her mother paying more attention to Susie would be incredibly helpful in the long run. Use of 4:1 punishment ratio is going to be necessary in the immediate future. Susie also should eat more in the morning so her more basic needs can be met. She should also see her father on a regular basis so she can resolve the issues withe him having left. Have someone, preferably her mother, sit down with Susie to better understand how she see's the emotions of others. Finally check with a doctor for possible long term affects of Susie's seizure.

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Addressing the problems the teacher pointed out with Susie's problems with abstract thinking and understanding others points of view. Susie is currently in the concrete operational stage of Piaget's Cognitive Theory, it is not until the formal operational stage that a child's thinking is more abstract and less egocentric. It would be odd if Susie was thinking abstractly and considering others point of view.

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Application and Analysis for Social Behavior

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Application and Analysis for Social Behavior

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Susie's therapist identified a problem of Susie following along with the group without thinking of the consequences. Susie may actually be ignoring the consequences of her actions. This is backed up by the Asch Experiment where participants were shown a standard line and then shown three lines and told to identify the standard line. Participants responded after six others in order to apply group pressure to the participants. 75% of the participants agreed with the group, who said the wrong answer one out of three times, at least once. By themselves participants answers were wrong less than 1% of the time. This shows that people will go with the group instead of being individual, even if the group is wrong.

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Application and Analysis for Personality

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Application and Analysis for Personality

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Personality is influenced by temperament, which is 100% biological.  A child's parents can shape their self worth. Parents can influence their child's thoughts, behavior, and feelings. Therefore, because Susie's mother was inattentive to her as a baby, now that she is an adolescent she shows traits of low self esteem. According to Coon, Mitterer, and Martini (2019) "One who has low self-esteem is insecure, lacking in confidence,  and self-critical"(382). Susie's therapist's also described her as insecure.

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Susie often has trouble labeling her emotions. In the Article " Children’s Attitudes toward Aggression", the author explains that the basic emotions such as anger, fear, and disgust influence aggression. He also explains that conflict within one's peer groups fuels these emotions. To continue, the text discusses how your "explanatory style has important consequences for your health, relationships, and well- being."

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Maslow's hierarchy of needs states that lower needs must be met before higher needs. Susie often takes other student's food because she comes to school hungry. This could be another explanation for why she has trouble remembering  things from earlier on in the day. Until Susie's more basic needs of hunger are met little importance will be placed on learning.
Susie also may have a problem with love and belonging due to her mother's inattentiveness. Because her mother does not show Susie attention even if hunger is met their is a chance she will still not focus on learning since love and belonging is lower on the pyramid than learning.

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Susie Hanover is currently in stage 4 of Erikson's psychosocial dilemma's Industry vs. Inferiority. In most situations teachers would say Susie is refusing to learn or understand causing inferiority. Based on Susie's problems with remembering information she is probably leaning towards inferiority. Susie most likely has problems with trusting others. Her mother admitted to not being attentive to Susie's needs when she was an infant in the Trust vs. Mistrust stage. This could explain why Susie says her teacher is mean when she gives Susie consequences because Susie believes it to be purely out of cruelty,  when in reality the teacher is doing it because she wants the best for Susie.

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Susie Hanover possibly struggles with memory. She is able to retain information for a few hours but she usually forgets what she learned after said hours, this may have been caused by a failure to retrieve information. In the morning, Susie participates and is active in her math class. However by the end of the day she in unable to recite what she has learned. This also could have been influenced by the fact that Susie is disinterested in her schoolwork.

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When Susie smells her father's cologne she cries. The smell of the cologne is connected to memory of Susie's father, who left her mother, which triggers the response of crying when thinking of her father. Based on this, we believe Susie may have classically conditioned an emotional response.
To continue, Susie's mother spanks her every time she acts out. Her mother could be using positive punishment to try and decreases the likelihood of her doing so. However, Susie has began hitting her sisters. This could have put the domino effect into action because of Susie's mother not applying the 4:1 reinforcement to punishment ratio.

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Coon D., Mitterer J., & Martini, T.(2019). Introduction to psychology: Gateways to mind and behavior. Boston: Cengage Learning.

Cummings, A. J., & Rennels, J. L. (2014). How Mood and Task        Complexity Affect Children’s

Recognition of Others’ Emotions. Social Development, 23(1), 80–99.      https://doi.org/10.1111/sode.12038

Fastenau, P. S., Shen, J., Dunn, D. W., & Austin, J. K. (2008). Academic

underachievement among children with

epilepsy: Proportion exceeding psychometric criteria for learning disability and associated risk factors. Journal of Learning Disabilities, 41(3), 195-207.                                 doi:http://dx.doi.org/10.1177/0022219408317548

Barnes, S., Howell, K., Thurston, I., & Cohen, R. (2017). Children’s Attitudes toward

Aggression: Associations with Depression, Aggression, and Perceived Maternal/Peer Responses to Anger. Journal of Child & Family Studies, 26(3), 748–758.
https://doi.org/10.1007/s10826-016-0612-5

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Application and analysis for Sensation & Perception 

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Application and analysis for Sensation & Perception 

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According to Coon, Mitterer, and Martini (2019) "when a fiber is stimulated it sends signals to the brain" (133). When Susie smells her father's cologne she begins to cry. This is most likely because she perceives it as a sign of her father reminding her he is gone.

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Application and analysis for Brain & Behavior 

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Application and analysis for Brain & Behavior 

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The seizure may have affected how Susie identifies emotions. Specifically it could have damaged the frontal lobe of Susie's brain . According to Coon, Mitterer, Martini (2019), "If the frontal lobes are damaged, a patient's personality and emotional life may change dramatically" (70). To continue, the frontal lobe, if damaged, can impact how well or not so well self regulation is exerted. Hypothetically this could be the reason Susie has trouble with emotions and muscle spasms.

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Susie Hanover is a seven year old girl who is very lively, imaginative, disoriented, and insecure. Susie is usually seen to observe and watch her friends play. Her mother admits to not being attentive, which explains why Susie is very self sufficient. Susie has trouble with identifying her emotions, which she usually resorts to aggression and violence. When Susie was four years old, she suffered from a grand mal seizure, and now she has an involuntary muscle movements on her left side. She often has nightmares,  and suffers from bad memory. Susie is very sensitive to bright lights and loud noises.