Kevin’s symptоms invоlve аbnоrmаl contrаction of muscles. What neurotransmitter would be causing these abnormal contractions? Why did you pick that one?
Dоctоrаl Quаlifying Exаminatiоn Cydney Williams (U58635017) Summer 2026 Day 1 (Cognate in Psychology) Please read the following scenario and respond to each of the questions below it. Camila is a 16 year-old 11th grade student at Tampa High School (THS), a public school with about 2500 students. THS is a Title 1 school, and serves a rural community. Camila was referred to the student assistance team (SAT) by two teachers who were concerned with her lack of concentration in class, irritability, occasional tearfulness, social isolation, and failing grades. They also noted poor attendance particularly on days assignments are due or group presentations are scheduled to occur. When you review Camila’s cumulative file, you see legal documentation stating that her mother (Ms. Da Silva) has had full custody since her parents divorced in early 2018. A report from the FL Department of Children and Families (DCF) specifies that the father is not permitted to see Camila without supervision, due to prior substantiated reports of physical and sexual abuse. Camila is described in school records as multiracial and Portuguese; Camila and Ms. Da Silva relocated from São Paulo, Brazil to Tampa, FL in 2019, and moved in with Ms. Da Silva’s boyfriend. You also learn that Camila has a long history of attendance problems— she usually misses about 8-10 school days per quarter. No history of assessment, diagnosis, or treatment of emotional or behavior problems is contained in the file, although the custody report noted Camila’s mother has a history of anxiety and depression. Other information from the records review includes that Camila currently has a 1.5 GPA and is in danger of not earning enough credits to advance to 11th grade. She earned grades of mostly “C” and some “D”s in 9th grade. In your first meeting with Camila, she was not surprised her teachers had concerns. She explains that she is struggling to make it to school, and really dislikes having to talk to others in class. When asked about concerns, Camila noted that she is “not really smart” but is a hard worker, which is why she gets some C grades in classes like math and art where she can work alone. She notes she feels sick and stays home from school when she is worried about doing well on an assignment or has a presentation; she said, however, that she doesn’t have alternative ways to handle the stress. She took dance classes in elementary school, but stopped because Ms. Da Silva didn’t seem able to get her to dance class after the divorce due to her busy work schedule. Camila shared that even with two jobs (Ms. Da Silva cleans houses during the day and works at a restaurant in the evenings), her mother struggles to pay all of the bills on time. Camila said her mother seems to be trying hard to be a good parent and seems very focused on keeping her and the family safe, but doesn’t seem to know how to help her emotionally. She reported minimal communication with her father, and said there is a lot of tension and anger at home about her father’s abusive behavior and her parents’ divorce, and no one talks about it. Camila seems receptive to getting help to address some difficulties with her schoolwork, relationships, and physical functioning. Regarding friendships, she reported that her closest relationship in high school so far was with a boyfriend she really liked, but they broke up after he pressured her to have sex. She reported she doesn’t know how to go about meeting new people, has not developed any close friends at THS, and spends her lunch time alone redoing assignments. At school, she has difficulty speaking to teachers or other students, and prefers to write in her journal. She doesn’t turn in assignments until she feels they are as close to perfect as possible, and tries to avoid group work. Regarding her family, she reported persistent negative feelings and thoughts about her biological father, and said she was glad he stayed behind in Brazil. Ms. Da Silva doesn’t seem too concerned with Camila’s academic and attendance problems, and noted she appreciates Camila’s help cleaning houses on the days she stays home. Regarding physical functioning, Camila said “It’s hard to get out of bed in the mornings—I’m just so tired, my stomach hurts a lot. But also, I can’t fall asleep…at night, I can’t stop thinking about my schoolwork, and how mad I am at my dad for hurting me and my family, and how bad my ex-boyfriend made me feel. I feel like I can never relax.” When asked about positive affective experiences, Camila noted she does not laugh or smile often, but did used to feel energized during dance. Feelings of pride about accomplishments in art and math occur less often than feelings of nervousness and fear of failure or embarrassment. ----- Day #1 (Cognate in Psychology) ---- In your role at Tampa High School, you have the opportunity to support Camila, her teaching staff, and her family. Your response today should demonstrate your understanding of the affective, biological, cognitive, developmental, and social aspects of behavior relevant to conceptualizing Camila’s current behavior, and ultimately supporting Camila indirectly through consultation with school staff. (A discussion of how to support Camila 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 Camila’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 Camila’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 Camila’s current social-emotional, behavioral, and academic challenges; what instructional content would be relevant for Camila’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 Camila’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 Camila’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 Camila’s teachers?
A nurse is prepаring tо perfоrm pоstmortem cаre on а newborn. Which action is the nurse's PRIORITY?