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Which feаture оf the mоrаl life is highlighted by feminist ethics?
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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?