Eаch student is respоnsible tо submit а cоmpleted lаb report
Which оf the fоllоwing stаtements correctly describes а key difference between аn active buzzer and a passive buzzer?
Jennа Bаrnes Dоctоrаl Qualifying Exams Summer 2025 Day# 2 (Schоol Psychology Specialization Area) Please read the following scenario and respond to each of the questions below it. Desiree is a 14 year-old African-American female in 8th grade at Tampa Middle School (TMS), a large public school in an urban community. Desiree was referred to the student assistance team (SAT) by two teachers who were concerned with her tearfulness, social isolation, and self-harming behavior (cutting). The teachers noted that she completes work on grade level with “B” and “C” averages in each class, but demonstrates symptoms of emotional problems that may pose barriers to learning. When you review Desiree’s cumulative file, you learn that she currently lives with her biological mother, stepfather, and younger brother (Jayden). A January 2025 report from the FL Department of Children and Families (DCF) described that she and her brother were removed that the home for several months the year prior, due to substantiated reports of physical and sexual abuse that became known to authorities after Desiree attempted suicide and was hospitalized. DCF is providing in-home family supports and supervision to preserve the family, and specifies that the stepfather is not permitted to be with Desiree alone. The DCF report noted that Desiree exhibited symptoms of post-traumatic stress during the out-of-home placement, and recommended that Desiree continue treatment for emotional distress that began during the psychiatric hospitalization. Other information from the cumulative folder includes that she has been served in gifted education since 2nd grade. In your first meeting with Desiree, she expresses surprise her teachers had concerns. She explains that she gets her work done and doesn’t bother anyone in class. However, Desiree noted that she has a hard time relating to the students in her classes who she regards as “juvenile.” She acknowledged challenges maintaining interest in class when her mind wanders to her home situation, but noted that she often found school to be a bright point in her day because she likes to learn and likes the routine. She said school tends to come easily to her. She noted she used to enjoy playing basketball in elementary school and 6th grade, but hasn’t played at all since her out-of-home placement last year (the foster family was unable to transport her to practices or games, so she quit the school team). She was reluctant to say much about her current family situation, other than say she stays in her room with the door shut unless Jayden or her mother is home. She notes her self-injurious behavior (cutting her arms) typically occurs when she has a flashback to a past instance of abuse; she said, however, that she doesn’t have alternative ways to handle the stress. Desiree reported having frequent nightmares about being harmed again, and does not want much interaction with her stepfather. She said she had not participated in individual therapy on a regular basis since leaving the psychiatric hospital in 6th grade, but does continue to take the antidepressant medication (Prozac) she was prescribed then (the medication has been refilled by her pediatrician). Desiree seems receptive to getting help to address challenges navigating her current family stressors, including because she wants to do as well at school as possible. Regarding friendships, she reported she does not have any close friends at TMS, and spends her lunch time alone, completing schoolwork. Desiree tearfully noted that she feels like no one could possibly understand what she and Jayden have been through the last few years, and stated she does not feel like other teenagers who seem preoccupied with “drama” about their appearance, budding romantic relationships, petty disagreements with friends, etc. She reported that her mother tells her that what happened in the past will not happen again, and it appears unlikely the DCF will change the custody situation. Regarding physical functioning, Desiree said “I’m always tense, my stomach hurts a lot, my arms are cut up, and I can’t fall asleep…at night, I have those nightmares. I feel like I can never relax.” Desiree admits it is hard to concentrate on class when “all you’re thinking is how empty you feel inside” and noted she didn’t see much hope for a “successful” future. She denied having current thoughts of suicide and noted that it was against her religious beliefs to attempt suicide, no matter how pointless life seemed. But, she noted she has contemplated running away from home if the situation there doesn’t improve. When asked about positive affective experiences, Desiree noted she does not laugh or smile often, but did used to feel energized during basketball games. Her former interest in school and feelings of pride about academic success occur less often than feelings of sadness about her home life, and hopelessness about her future. ----- Day #2 (School Psychology Specialization Area) ---- In your role at Tampa Middle School, you have the opportunity to support Desiree, her teaching staff, and her caregivers. Your response today should consider the affective, biological, cognitive, developmental, and social aspects of behavior relevant to conceptualizing Desiree’s current behavior (hypotheses developed in Day 1), and ultimately supporting Desiree directly through clinical services. Today, you need to decide how to treat Desiree through comprehensive school-based psychotherapy. Please cite empirical literature (author only, no date needed) to support your response. What data would you collect in a clinical intake, using which methods? What is your preliminary case conceptualization (including working diagnosis)? What treatment approach(s) would you use with Desiree? Why? What would you include in the treatment plan with regard to structure and content? Who besides Desiree will you include in the treatment plan (e.g., caregivers, community, peer group, school staff) and in what ways? What ethical issues do you anticipate that could potentially arise in this case? How would you monitor response to therapy and treatment outcomes, including her quality of life?
Jennа Bаrnes Dоctоrаl Qualifying Exams Summer 2025 Day #1 (Cоgnate in Psychology) Please read the following scenario and respond to each of the questions below it. Desiree is a 14 year-old African-American female in 8th grade at Tampa Middle School (TMS), a large public school in an urban community. Desiree was referred to the student assistance team (SAT) by two teachers who were concerned with her tearfulness, social isolation, and self-harming behavior (cutting). The teachers noted that she completes work on grade level with “B” and “C” averages in each class, but demonstrates symptoms of emotional problems that may pose barriers to learning. When you review Desiree’s cumulative file, you learn that she currently lives with her biological mother, stepfather, and younger brother (Jayden). A January 2025 report from the FL Department of Children and Families (DCF) described that she and her brother were removed that the home for several months the year prior, due to substantiated reports of physical and sexual abuse that became known to authorities after Desiree attempted suicide and was hospitalized. DCF is providing in-home family supports and supervision to preserve the family, and specifies that the stepfather is not permitted to be with Desiree alone. The DCF report noted that Desiree exhibited symptoms of post-traumatic stress during the out-of-home placement, and recommended that Desiree continue treatment for emotional distress that began during the psychiatric hospitalization. Other information from the cumulative folder includes that she has been served in gifted education since 2nd grade. In your first meeting with Desiree, she expresses surprise her teachers had concerns. She explains that she gets her work done and doesn’t bother anyone in class. However, Desiree noted that she has a hard time relating to the students in her classes who she regards as “juvenile.” She acknowledged challenges maintaining interest in class when her mind wanders to her home situation, but noted that she often found school to be a bright point in her day because she likes to learn and likes the routine. She said school tends to come easily to her. She noted she used to enjoy playing basketball in elementary school and 6th grade, but hasn’t played at all since her out-of-home placement last year (the foster family was unable to transport her to practices or games, so she quit the school team). She was reluctant to say much about her current family situation, other than say she stays in her room with the door shut unless Jayden or her mother is home. She notes her self-injurious behavior (cutting her arms) typically occurs when she has a flashback to a past instance of abuse; she said, however, that she doesn’t have alternative ways to handle the stress. Desiree reported having frequent nightmares about being harmed again, and does not want much interaction with her stepfather. She said she had not participated in individual therapy on a regular basis since leaving the psychiatric hospital in 6th grade, but does continue to take the antidepressant medication (Prozac) she was prescribed then (the medication has been refilled by her pediatrician). Desiree seems receptive to getting help to address challenges navigating her current family stressors, including because she wants to do as well at school as possible. Regarding friendships, she reported she does not have any close friends at TMS, and spends her lunch time alone, completing schoolwork. Desiree tearfully noted that she feels like no one could possibly understand what she and Jayden have been through the last few years, and stated she does not feel like other teenagers who seem preoccupied with “drama” about their appearance, budding romantic relationships, petty disagreements with friends, etc. She reported that her mother tells her that what happened in the past will not happen again, and it appears unlikely the DCF will change the custody situation. Regarding physical functioning, Desiree said “I’m always tense, my stomach hurts a lot, my arms are cut up, and I can’t fall asleep…at night, I have those nightmares. I feel like I can never relax.” Desiree admits it is hard to concentrate on class when “all you’re thinking is how empty you feel inside” and noted she didn’t see much hope for a “successful” future. She denied having current thoughts of suicide and noted that it was against her religious beliefs to attempt suicide, no matter how pointless life seemed. But, she noted she has contemplated running away from home if the situation there doesn’t improve. When asked about positive affective experiences, Desiree noted she does not laugh or smile often, but did used to feel energized during basketball games. Her former interest in school and feelings of pride about academic success occur less often than feelings of sadness about her home life, and hopelessness about her future. ----- Day #1 (Cognate in Psychology) ---- In your role at Tampa Middle School, you have the opportunity to support Desiree, her teaching staff, and her caregivers. Your response today should demonstrate your understanding of the affective, biological, cognitive, developmental, and social aspects of behavior relevant to conceptualizing Desiree’s current behavior, and ultimately supporting Desiree indirectly through consultation with school staff. (A discussion of how to support Desiree directly through clinical services is not expected in this Day 1 response, but rather will be addressed in Day 2 of qualifying exams). Please cite empirical literature (author only, no date needed) to support your response. Based on the case study presented and your knowledge of theories of affective aspects of behavior, describe examples of developmental pathways that may relate to Desiree’s current mood and general affect that manifest in her social-emotional, behavioral, and academic challenges. Based on the case study presented and your knowledge of theories of biological aspects of behavior, describe examples of neural, physiological, and/or genetic influences that may relate to Desiree’s current social-emotional, behavioral, and academic challenges; what risk factors are present for relevant forms of mental illness? Based on the case study presented and your knowledge of cognitive aspects of behavior, describe theories of learning, memory, thought processes and/or decision-making that may relate to Desiree’s current social-emotional, behavioral, and academic challenges; what instructional content would be relevant for Desiree’s mood management (e.g., SEL skills)? Based on the case study presented and your knowledge of developmental aspects of behavior, describe theories and concepts related to transitions, growth, and development across an individual’s life that may help to better understand Desiree’s current social-emotional, behavioral, and academic challenges? Based on the case study presented and your knowledge of social aspects of behavior, describe theories and concepts related to group processes, attitudes, attributions, cultural diversity, and/or discrimination that may help to better understand Desiree’s current social-emotional, behavioral, and academic challenges? Based on the case study, provide two examples of how her current social-emotional, behavioral, and academic challenges likely result from the interplay of different bases of behavior referenced in parts 1-5 above (e.g., social concepts that are particularly salient to her developmental stage)? Based on your responses from 1-6 above, how would you consult with Desiree’s teachers?
Dоctоrаl Quаlifying Exаminatiоn Day #1 Bailey Braunstein Foundations of Psychology Instructions: Answer the question in a complete, comprehensive, and scholarly manner. There should be a liberal use of citations (author only) that support your own perspectives on the question. Your own perspectives should be informed by your course work as well as by your clinical and research experiences. Children and adolescents who come to school do so from diverse cultures, socioeconomic levels, family values (including experiences with and beliefs regarding education), biological influences, learning history, and developmental pathways. Yet, the educational system, historically, has treated all students as if they come from homogenous backgrounds that facilitate treatment groupings (i.e., this system has acted as if methods and content of instruction have equal effects on all learners). Accordingly, the dominant service delivery models have been described by critics as emphasizing procedures intended to sort students at risk of school failure into groups according to common attributes for the purpose of applying common treatments. However, research has demonstrated that these methods do not result in the desired outcomes for students. Furthermore, ESSA and IDEA have placed expectations and requirements on all educators that exert pressure on schools to change the way in which they serve ALL students. Many schools have moved toward a service-delivery model that includes multi-tiered systems of support (MTSS). MTSS typically includes multiple tiers of instruction and intervention driven by data-based decision making. Many MTSS models use a problem-solving model to make decisions about student progress. Provide a brief overview of MTSS including how a problem-solving approach is used in this model. Take a position regarding the extent to which an MTSS approach to service delivery can bring traditional approaches to educating students (e.g., refer-test-place model, standard delivery of instruction regardless of response) to a level that is both responsive to students and results in more equitable outcomes. Cite research that justifies the movement to MTSS for addressing both points above (responsive to students and results in more equitable outcomes). Consider any research that questions or critiques MTSS and its equity aims as well. Discuss in depth the degree to which an MTSS approach has research support for integrating issues related to affective, biological, cognitive, developmental, and social aspects of behavior. You also may address any limitations of these theories, as well as bring in other theoretical frameworks that should be considered in analyzing MTSS as a service delivery framework (e.g., ecological systems theory, critical theories). Be sure to address the extent to which the problem-solving process can be used to link assessment to evidence-based interventions for students from minoritized or marginalized backgrounds (i.e., address the cultural responsiveness of the process and/or any criticisms of it).
Bаiley Brаunstein Dоctоrаl Qualifying Exams Summer 2025 Day #3 (Research) Suppоse you are part of a research group examining how a community school approach supports student learning, well-being, and family engagement. The group, in collaboration with the school district, is particularly interested in how core features of the community school model—such as integrated student supports, expanded learning opportunities, family and community partnerships, and collaborative leadership—contribute to improved student achievement and holistic development, especially in under-resourced communities. You have been asked to plan a study that reflects the community-engaged commitments of the research group, school district, and community school model. Your response to this question should be a draft proposal for the study. Please make sure you explain the rationale for your decisions and the affordances and limitations of your proposal. Be sure to cite authors when appropriate (name only) to support your methodological decisions. Within the draft, you should address the following issues: Formulate a specific research question (or questions) that would address the priorities of the research group and school district described above. Discuss the significance of the question(s) from a theoretical, practical, and/or policy point of view. What will your research design be? What are the affordances and limitations of this choice? Pay particular attention to how your methodology allows you to answer your research questions and reflects community-engaged commitments, discussing and justifying your methodological decisions. How does your epistemological orientation inform your study design? How does it influence how you approach the study, including your data collection procedures and relationships with research participants? How does your positionality inform and shape your engagement in this research study? How will you navigate key ethical considerations, including trust and reciprocity, and potential imbalanced power dynamics in the research process? Describe the sampling strategy you will use and why this strategy is appropriate for answering your research questions within this particular context. What sample size have you selected, and why? How will your research participants be identified? How will you ensure equitable representation of different populations and voices in the study? What are the implications of your sampling strategy for the quality of your study? Describe the processes and procedures you will use to collect data. What data will be collected? Why? How will these data be collected? Be sure to address community-engagement considerations, where applicable. Describe the processes and procedures for data analysis, interpretation, and representation that you will use. Why are these strategies the best fit for your research question(s) and the community-engaged nature of your study? How will you evaluate the quality of your study? Describe what criteria you will use and why it is appropriate. Be sure to account for the perceptions of your community partners. Discuss any other issues that you think are relevant for designing and conducting this study.
Cаleb Edney Dоctоrаl Quаlifying Exams Summer 2025 Day #1 (Cоgnate in Psychology) Please read the following scenario and respond to each of the questions below it. Greg is a 12-year-old 7th grade student who is three months into the academic year at Magoffin Middle School in El Paso, TX. Greg’s family moved from Colorado, where he attended 6th grade at Carson Middle School last academic year. Greg’s father is in the United States Army and received Permanent Change of Station (PCS) orders, taking their family from Fort Carson in Colorado to Fort Bliss in Texas over the summer. Greg’s family does not live on base, and although Magoffin Middle School has several other military-connected students attending, the student body is overwhelmingly comprised of non-military-connected students. Additionally, Greg is White and grew up in Colorado, whereas 95% of Magoffin Middle School students are Hispanic and grew up in El Paso in mostly Spanish-speaking households. At school, most students speak Spanish outside of instructional time. Greg does not speak Spanish. As a result, Greg has had difficulty connecting with his peers and has experienced bullying (e.g., verbal and physical aggression). Greg was referred to you by the assistant principal, who noticed these issues in addition to poor academic performance. He would like you to follow up with Greg. A review of Greg’s cumulative folder reveals that he has been performing poorly academically since the school year started. His first quarter report card grades are a mix of Cs and Ds, with one F in science. Greg also has one office discipline referral for fighting. His academic performance last year, including state standardized test results, reveals mostly Bs and Cs and average scores, respectively. Greg has never been evaluated for special education, nor is there any indication in his cumulative folder that he has exhibited behavioral concerns. You interview several of Greg’s teachers, who report that he generally stays to himself and has not been completing in-class assignments or turning in homework. They also confirmed the assistant principal’s reports about the bullying. They report that Greg is the target of teasing by his peers and that he sometimes puts his head down and cries in response. Other times, he has tried to defend himself, which sometimes escalates the bullying into physical altercations, such as the fight Greg got into with another student. In your first meeting with Greg, he expresses that he hates it at Magoffin Middle School. He reports not getting along with any of the students because he is being picked on as a new student. He reports that the physical altercation was his attempt at defending himself against a bully, but recognizes it was not an appropriate reaction. He has not tried to defend himself like that since, and reports trying to ignore the bullying now, leading to him isolating himself during free time (e.g., lunch, recess) and keeping to himself during class. Greg reports not feeling motivated to complete his classwork or homework and said his teachers don’t seem to care whether he turns it in or not. He has not attempted to get involved in any extracurricular activities after school due to the perceived social issues he is having. He spends most of his afternoons and evenings playing on his Xbox, where he can game and chat with friends from Colorado. Greg’s mother describes him as a shy child, noting that he warms up to others once he gets to know them. She did not disclose any family history of mental health issues but noted that Greg’s sleep habits have been atypical since the move. He goes to bed early, sleeping for 9 - 11 hours each night, and has difficulty waking up in the morning. Greg lives at home with his father and mother, both of whom work full-time, and a younger sister and brother (Sarah, 10 years old; Gabe, 8 years old). Greg’s father is an active-duty service member in the Army, and in addition to the PCS to Fort Bliss, he is anticipating a nine-month deployment to Germany sometime in the next year. Greg’s mother works remotely from home. In your role at Magoffin Middle School, you have the opportunity to support Greg, his teaching staff, and his parents. Your responses today should demonstrate your understanding of the affective, biological, cognitive, developmental, and social aspects of behavior relevant to conceptualizing Greg’s current behavior and ultimately support Greg indirectly through consultation with school staff. (A discussion of how to support Greg directly through clinical services is not expected in this Day 1 response but rather will be addressed in Day 2 of the qualifying exams.) Please cite empirical literature (author only, no date needed) to support your responses. Based on the case study presented and your knowledge of theories of affective aspects of behavior, describe examples of developmental pathways that may relate to Greg’s current social-emotional and behavioral challenges. Based on the case study presented and your knowledge of theories of biological aspects of behavior, describe examples of neural, physiological, and/or genetic influences that may relate to Greg’s current social-emotional and behavioral challenges; what risk factors are present based upon his diagnosis? Based on the case study presented and your knowledge of cognitive aspects of behavior, describe theories of learning, memory, thought processes, and/or decision-making that may relate to Greg’s current social-emotional and behavioral challenges; what instructional content would be most relevant for Greg? Based on the case study presented and your knowledge of developmental aspects of behavior, describe theories and concepts related to transitions, growth, and development across an individual’s life that may help to better understand Greg’s current social-emotional and behavioral challenges? Based on the case study presented and your knowledge of social aspects of behavior, describe theories and concepts related to cultural diversity, group processes, attributions, and/or discrimination that may help to better understand Greg’s current social-emotional and behavioral challenges? Based on the case study, provide two examples of how Greg’s current social-emotional and behavioral challenges likely result from the interplay of different bases of behavior referenced in parts 1-5 above (e.g., social concepts that are particularly salient to his developmental stage)? Based on your responses from 1-6 above, how would you consult with Greg’s teachers and school staff members?
Cаleb Edney Dоctоrаl Quаlifying Exams Summer 2025 Day #3 (Research Methоds) Suppose that you are part of a research group that has interests in the mental health outcomes of youth and the effects of exposure to activities and interventions targeting psychological flexibility through Acceptance and Commitment Therapy. You have been asked to plan a study that fits within the general interests of the group. Your response to this item should be a draft proposal for the study. Please make sure you explain the rationale for your decisions and the limitations of your proposal. Within the draft you should address the following issues: Formulate a specific research question (or questions) that would be addressed through the research. Discuss the significance of the question(s) from a theoretical, practical, and/or policy point of view. Describe who will participate in your study. What are your inclusion/exclusion criteria? How will you select participants? How many participants will participate? What research design will you use? What are the advantages and limitations of this choice? Describe the procedures you will use. What data will be collected? How will reliability, validity, and/or credibility be documented? Describe the procedures for data analysis that you will use. What assumptions underly these methods and how will you evaluate the tenability of these assumptions? Identify and discuss limitations to your research, ethical considerations, and challenges that may arise in the conduct of the study. Discuss any other issues that you think are relevant to the conduct of this study.
Cаmryn Legrа Dоctоrаl Qualifying Exams Summer 2025 Day #3 (Research) Qualifying Examinatiоn Research Question Suppose that you are part of a research group that has interests in the dual factor model of mental health and its application to specific sub-populations (e.g., children with cancer). You have been asked to plan a study that fits within the general interests of the group. Your response to this item should be a draft proposal for the study. Please make sure you explain the rationale for your decisions and the limitations of your proposal. Within the draft you should address the following issues: Formulate a specific research question (or questions) that would be addressed through the research. Discuss the significance of the question(s) from a theoretical, practical, and/or policy point of view. Describe who will participate in your study. What are your inclusion/exclusion criteria? How will you select participants? How many participants will participate? What research design will you use? What are the advantages and limitations of this choice? Describe the procedures you will use. What data will be collected? How will reliability, validity, and/or credibility be documented? Describe the procedures for data analysis that you will use. What assumptions underly these methods and how will you evaluate the tenability of these assumptions? Identify and discuss limitations to your research, ethical considerations, and challenges that may arise in the conduct of the study. Discuss any other issues that you think are relevant to the conduct of this study.