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Janet reports Susie has struggled with many issues. The problems being twitching in one of her hands and sensitive with certain stimuli. It is concerning because Susie has had issues with nightmares and continues to cry when she smells the cologne her dad wore, however, as time goes on she is crying less and less. Some possible explanations is her grand Mal seizure at the age of 4 and her mothers use of Marijuana.

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Noreen Jackson says:
Susie struggles in school and is not interested in it. She has a hard time remembering the facts she learns earlier in the day.
Positive reinforcement through stickers motivates Susie to do her homework.
Susie loves her friends and is very social, even though she tends to boss them around.

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Laura Smith, Susie's School Psychologist:

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Laura Smith, Susie's School Psychologist:

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- Laura theorizes that she has difficulty emotionally responding to situations that can affect her everyday livelihood.

- Evidently with further analysis she's exhibiting great participation within different events within her school.

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Susie Hanover is a 7 year old girl who lives with Janet Hanover, Susie's mother. She has had health issues from a young age and has a issues at home. Her hobbies include soccer and listening to quiet music. She has no rules at home, and handles direction and discipline poorly when at school. She has friends brought into therapy sessions to learn how to play together in nice ways.

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Preston-Black
Kaitlyn-Red
Stan the Manley-Green

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- Susie has been struggling with the smell of her fathers cologne.
-Why was she so emotional?
-Her smell receptors had recognize the cologne
-but her smell receptors had little attachment to her fathers cologne.
-she'd lacked anosmia with the cologne because she rarely smelled it
-Susie started to have anosmia.
(Coon, Mitterer & Martini, 2018)

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Susie is sensitive to bright lights and loud sounds, but she likes quiet, soothing music (Coon, Mitterer & Martini, 2019). Perhaps the quiet music is an escape from the overwhelming amount of things she sees and hears during the day. Susie's mother used to spank her for bad behavior and now Susie hits her sisters. This type of behavior and perception could possibly be from the misunderstanding of discipline because Susie grew up without much discipline (Coon, Mitterer & Martini, 2018).

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- Amygdala is associated with emotional processing and strongly related to fear and the memory of fearful experiences.

- Hypothalamus is a small area of the brain that regulates emotional behavior and basic biological needs.

(Coon, Mitterer, & Martini, 2018).

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Susie's Behavior with other students:
She loves to bring friends to the counselor to learn how to play together. She also tells others what to do and bosses them around. She can even take food from other students when she gets hungry.
Susie's Behavior when it comes to Schoolwork:
She does not care about school or homework unless positive reinforcement is involved (receiving a sticker).
Susie's Behavior at Home:
Susie makes herself dinner and puts herself to bed. Her mother does not spank Susie because Susie ends up hitting her sisters. Other than that, Susie's mother lets her do whatever she wants.
Research:
Behavior is affected by hormonal output because when her body, the endocrine system, sends out the hormones and alters her actions and behaviors (Coon, Mitterer & Martini 2018).

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Susie has been classically conditioned with her fathers cologne!

The five things that are to be considered for classical conditioning with Susies relationship with the cologne:

1. NS-cologne

2. UCS-fathers presence

3. UCR-crying

4. CS-cologne

5. CR-crying

(Coon, Mitterer & Martini, 2018)

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Susies Mother fails to use operant conditioning and it is taking a big hit in Susies perceptions

-Lack of Punishment and Reinforcement at home
-The teacher is using positive reinforcement in her classroom with stickers
-Susie does not like her teacher when she is punished

(Coon, Mitterer & Martini, 2018)

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- Susie is making progress on submitted homework so a reward is being given for progress.
-  The sticker is the NS. On its own, the sticker has no meaning, but is given meaning when given as a reward.
- Susie only gets a sticker if she makes progress in her homework, so the sticker acts as a positive reinforcement when the desired behavior is observed.

(Coon, Mitterer, & Martini, 2018)

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- Susie gets spanked for bad behavior
- She possible learns that her sisters need punishment and hit  them as a form of punishment.
- This is known as operant conditioning because she learned that when she does something bad, she gets spanked.
(Coon, Mitterer & Martini, 2018)

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- She earns a sticker for every homework assignment she submits and is making progress

- The teacher wants to change the plan so she earns a sticker for each day all homework is submitted.

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-In operant conditioning, we associate responses with their positive or negative consequences.

-The basic principle is simple: Acts that are followed by a positive consequence tend to be repeated.

(Coon, Mitterer & Martini, 2018)

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This article included information and study cases on how smoking may affect maternal stress.

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Results:
Show proof that the unconditioned stimulus, like smoking cigarettes and joints, can cause a conditioned response, such as higher maternal stress

(Schuetze, Eiden, Colder, Huestis, & Leonard, 2018).

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- Susie cannot recall math lessons in the afternoon that she learned in the morning.
- This could be caused by many factors such as a poor home life or Susie's mother smoking marijuana when pregnant with her.
- Another factor that can contribute to Susie's inability to recall information from school could be a learning disability. Coon, Mitterer, and Martini suggest that learning disabilities can affect how Susie can learn and retain the information she learns from school.
(Coon, Mitterer, & Martini, 2018).

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"Reverse Vision"-uses the same process of obtaining a normal image but in reverse order

Susie's brain may have an issue storing information in her memory-in return causing a problem with recollection

This may have a connection to

-Susie's struggle to identify emotions

-Her struggle to remember math later in the day

-processing possible consequences

(Coon, Mitterer & Martini, 2018)

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Susie brings friends to the counselor to learn how to be friends but ends up bossing them around later

Susie may want to learn how to be a better friend but then fall back into old habits.

-There could be a relationship between Susie wanting to be a better friend and emotional or learned barriers.
-These barriers are things in a person's mind that may prevent them from learning new things.

(Coon, Mitterer, & Martini, 2018)

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- Susie's psychologist, Laura, noted that she has a lack of perceiving, using, understanding and managing emotions.
- Often looking towards others to figure out what emotions that she be displaying.

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This can relate to her lack of emotional intelligence since it is:

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- The ability to perceive, use, understand and manage emotions in ourselves and others.

(Coon, Mitterer & Martini, 2018)

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Deprivation
(lack of enrichment)

-weak environment

mother does not parent or care well

-annoyed temperament

frustration when punished

aggressive with other students

hits her siblings

"as a result, babies rapidly become active participants in their own development"

(Coon, Mitterer & Martini, 2018)
(Schuetze, Eiden, Colder, Huestis, Leonard, 2018).

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-  Becomes "blind" to emotion

Difficulty identifying emotions

Alexithymia - Difficulty with expressing emotions

- You can feel very afraid, and yet clearly think that you have nothing to be afraid of.

Spanking from her mother for bad behaviors.

- Lose the ability to relate normally to friends, and family.

- Unable to "read" or understand other people's emotional expressions, especially as conveyed by their eyes.

Often looks to other for emotion to display publicly.

(Coon, Mitterer & Martini, 2018)

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Physical Development of Infancy and Early Childhood:

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1. Susie had a grand mal seizure when she was four. This left her with muscle spasms and trouble walking
-After further development, she walks fine now
2. Susie's mother used marijuana while pregnant
-Sources show that anger, depression, or anxiety, can affect the physical development of the infant.
-Psychological stress is a side effect of using marijuana.

(Schuetze, Eiden, Colder, Huestis, & Leonard, 2018).

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- Susie is most-likely in stage 4 of psycho-social development.
- Susie has difficulty remembering certain subjects later in the day hours after the learning took place.
- She would be classified as inferior in Erikson's human development stages.
- Grand mal Seizure at 4 years old could affect cognitive development.
- Marijuana use when Susie's mother was pregnant with her also could affect cognitive ability.

(Coon, Mitterer & Martini, 2018)

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- Susie has trouble expressing her feelings and often looks to others to see how her emotions should be.
- She can be aggressive toward other students. That can be possibly caused by her misunderstanding of emotion.
- She cries and has an emotional breakdown whenever she smells her father's cologne.

(Coon, Mitterer & Martini, 2018)

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Susie may be an extrovert based on her interaction with people

-lively
-active
-imaginative

possible low self-esteem

-insecure
Susie may be manipulative and a narcissist
-aggressive
-controlling
-believes she is a good soccer player

Susie's bad environment may also influence her actions (situational determinants)

(Coon, Mitterer & Martini, 2018)

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Susie shows a lack of motivation:
-disinterested in schoolwork
-will only do homework when she receives a sticker for it
Susie has acquired social motives through socialization and cultural conditioning
-Susie goes along with her group of friends

(Coon, Mitterer & Martini, 2018)

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-Susie bosses her peeps around
-can not comprehend her friend's viewpoints
-aggressive with others

Typical Aggressive behavior (possibility)
Less likely to be assertive

(Coon, Mitterer & Martini, 2018)

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Susie struggles with compliance

-she knows her mother and friends and teachers
-yet continues to struggle (maybe does not align with previous actions)

we can suspect that there is something underlying the issue of her compliance

(Coon, Mitterer & Martini, 2018)
(Derella, Burke, Stepp, & Hipwell, 2020)

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- Susie has trouble seeing other peoples point of view on things.
- Susie desires more friends but lacks the ability to be kind and instead bosses them around like an authority figure.
- She cannot label emotions properly and often looks to others to see what emotion to show. She also has issues with blindly following a group no matter the consequences.
- Susie has issues with being aggressive with other students.

(Coon, Mitterer & Martini, 2018)

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- Susie is mostly independent because her mother is not very involved in raising her.
- She puts her self to bed at night and prepares meals for her and her siblings.
- These examples are evidence that Susie experiences a lot of personal space and alone time. This could possibly make her independent to the point where she refuses to work with peers.

(Coon, Mitterer & Martini, 2018)

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Susie thinks people are mean when they tell her what to do
-This could possibly suggest Susie has problems with obedience
When Susie was assigned homework, she would only do it when receiving a piece of candy, not because her teacher told her to do so
-This may suggest that she has trouble with authority
According to the textbook, most people would obey when told to do something by an authority figure

(Coon, Mitterer & Martini, 2018)

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Coon, D., Mitterer, J.O., & Martini, T.S. (2018).
Introduction to psychology: Gateways to mind and
behavior. (15th ed.). Cengage

Derella, O. J., Burke, J. D., Stepp, S. D., & Hipwell, A. E. (2020). Reciprocity in undesirable parent–child behavior? verbal aggression, corporal punishment, and girls’ oppositional defiant symptoms. Journal of Clinical Child & Adolescent Psychology, 49(3), 420–433. https://doi.org/10.1080/15374416.2019.1603109

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