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Guided Response: Respond to at least two of your classmates by Day 5 to stimulate more meaningful and interactive discourse in the discussion forum. In addition, respond to classmates (and/or the instructor, if applicable) who replied to your initial post by Day 7. Your responses must demonstrate a sophisticated understanding or application of the concepts covered in Week 5.
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At least two of your responses should be a minimum of 150 words each.
The following general suggestions may be useful as you craft your replies:
Ask clarifying or thought provoking questions.
Provide personal or professional examples that further illustrate relevant social psychological concepts identified in your classmate’s post.
Supply additional information that might influence your classmate’s interpretation. For example, recommend resources that further support their position or identify possible alternative explanations.
Relate the content in your classmate’s post to that of your own or another classmate’s initial contribution to this discussion.
Health psychology can entail various areas such as behavioral, clinical, psychological and cultural. I will discuss behavioral in health psychology. The issue at hand is behavioral health care for children and the lack thereof with the necessary care when needed as well as the harm it can cause because of it. There is also an issue when primary providers are not completely confident with solving common problems in children and often refer them to a specialist unnecessarily.
Some parents do not pay attention to the red flags per se when their child needs professional help. Others cannot afford the professional help if it is not taken care of by their health insurance. Often times there are some programs in some cities that will help with assistance for specialty doctors and therapists of sort when needed. The theoretical background on behaviorism is that most believe it is learned through one’s environment rather than innate. It then becomes a learning theory.
There are two learning theories associated with behaviorism and that is operant conditioning and classical conditioning. Operant derives from reward and punishment, while classical conditioning derives from learning a behavior through association (Mcleod, 2018). Operant conditioning is more associated with the behaviorism in children because of the positive and negative reinforcement or punishment when attempting to discipline a child or teaching them.
As a parent, prior to punishing our children or implying negative reinforcement, we must get to the root of the problem so it does not re-occur. If we fix the foundation of an issue, the surface will be portrayed in a positive light once it complete. Being proactive in your child’s general health is extremely important for their future. Pediatric care is necessary and it is a time for you as the parent to have conversations with your child’s doctor about concerns or issues you may be experiencing. It always better to be proactive than to be reactive (Straus & Sarvet, 2014).
The research method used in this particular study regarding behavioral health in children, focuses on a child psychiatry project in Massachusetts. The study was done to inquire about the performance of primary health care provider’s interaction, study in dealing with common problems with youth that does and does not need to be seen by a psychiatrist. Other cases displayed that the child’s primary doctor never inquired about the child’s behavioral health in order to let parents know what to look for or areas of concern. This was a medical document history inquiry type of research method.
The study entailed that many primary care physicians reach out to psychiatry professionals as to not wrongly diagnose a child, medication questions, medical evaluations and a general continuing need for consultation. Once the studies were conducted with the overall care of children, many were found to only need counseling or cognitive behavioral therapy and not medication per se (Straus & Sarvet, 2014).
The social variables are not completely clear in this study except the study was done in the state of Massachusetts and children were under nineteen years of age that the study was referring to. The feelings, thoughts and actions were based off on concerns of the high volume psychiatrists were receiving referrals and phone calls from primary physicians. The potential application that can happen is the wrong diagnosis, unnecessary medical attention that could result in harm or danger rather than good and beneficial. Other disorders may form because of this and it can be a long term irreversible effect. For future psychiatrists, therapists, counselors and primary health physicians this issue has to be addressed quickly and efficiently. The child’s attitude, social cognition, self-concept, etc. are all at stake with the incorrect diagnosis from any one of these professionals.
Mcleod, S. (2018). Behaviorist Approach. Simply Psychology. Retrieved from https://www.simplypsychology.org/behaviorism.html (Links to an external site.)Links to an external site.
Strauss, J. H. & Sarvet, B. (2014). Behavioral Health Care for Children: The Massachusetts Child Psychiatry Access Project. Health Affairs; Chevy Chase Vol. 33, Iss. 12, (Dec 2014): 2153-2161. Retrieved from https://search-proquest-com.proxy-library.ashford.edu (Links to an external site.)Links to an external site.
From the catalog, I chose Psychology/Law under Criminal Justice Solutions-School Suspensions. Some children are suspended due to their behavior without a proper evaluation of each individual student. It is evident that some children may require smaller class settings and may also need a BIP (Behavioral Individual Plan), or an IEP (Individualized Educational Plan). These types of programs are ways to keep the child in the school instead of the continuation of school suspensions that will prohibit the child from keeping up with their classmates. When a child has been labeled as “the bad child,” it decreases their willingness to engage in a classroom setting. There have been new implementations for children with possible mental illness or ADHD diagnosis to remain in school. The school counselors who would fall under Psychology would be able to inform the appropriate persons of law regarding how these programs better assist these children that find themselves unable to remain in the classrooms. Research shows that the more than a child is suspended from school it is an introduction to incarceration. From the article Relationship between school suspension and student outcomes, it defines the outcomes of ISS (In School Suspension) and OSS (Out of School Suspension). The information was gathered by meta-analysis data. The information provided is evidence-based. The article explains the difference between how school children react to being suspended whether it be by in school or out school suspensions. All though there are no definite answers to school suspensions being a part of school drop out rates by the article defines how school-age children tend to view their positions in the school. For example, when a child is suspended multiple times from being labeled any incident that the child may face they already know they are going to be suspended their behavior may not change because the suspension is the norm. Schools have also had to face who they are more prone to suspend which is an ethical issue. Usually, the kids suspended come from lower income families with no assistance to mental health evaluations, and their ethnicity comes in to play as well. Schools need to address the overuse of suspensions as a tool to manipulate behavior. If suspensions are not yielding to a better outcome of behavior, then other tools need to be used to redirect students to a better behavior modification plan. In the state of North Carolina, those that are placed on an IEP (Individualized Educational Plan), they are placed in BED class settings (smaller classroom size), and they are not put on suspension. Their IEP’s give them a direct plan on how to accommodate the student rather than to punish by unruly negative behavior.
Noltemeyer, A. L.; Ward, R. M.; McLoughlin, C.;. (2015). Relationship between school suspension and student outcomes. A meta-analysis. School Psychology Review, 44(2), 224-240. doi: 10.17105/spr-14-0008.1.
Stanford SPARQ: Social Psychological Answers to Real-World Questions (https://sparq.edu/). (n.d.).
Tyler, T. R.; Jost, J. T.; (2007). Psychology and the law: Reconciling normative and descriptive accounts of social justice and system legitimacy. In A. W. Kruglanski & E. T. Higgins (Eds.), Social Psychology: Handbook of Basic Principles (2nd Ed.), 940-962. doi: 10.1111/j.1467-9221.2008.00665.x.