Using The Case Of Jenni From Chapter 12 Of Psycho ✓ Solved

Using The Case Of Jenni From The End Of Chapter 12 Of Psychopathology

Using the case of Jenni from the end of Chapter 12 of Psychopathology of Childhood and Adolescence, appraise the treatment plan offered for Jenni. What role do physical, behavioral, academic, and cognitive interventions play in the treatment process? What value does this bring to the treatment of Jenni? Is there anything missing from the assessment and intervention given all that you have learned though the assigned materials this week? Paper must be 2-4 pages of text and must include title page and references, APA format!

Sample Paper For Above instruction

The case of Jenni, an eight-year-old girl exhibiting attentional, behavioral, and social difficulties, presents a multifaceted challenge that necessitates an integrated treatment approach. The comprehensive plan highlighted in Chapter 12 of Psychopathology of Childhood and Adolescence emphasizes the importance of combining physical, behavioral, academic, and cognitive interventions to address her complex needs effectively. This essay critically appraises these intervention strategies, evaluates their contributions, and explores potential gaps in the current assessment and treatment frameworks based on current literature and best practices.

Physical Interventions

In the context of Jenni’s case, physical interventions primarily refer to pharmacological treatments, notably the use of psychostimulants. These medications are commonly prescribed for Attention-Deficit/Hyperactivity Disorder (ADHD)—the diagnosis established in Jenni’s case—and work by modulating neurochemical activity to reduce core symptoms such as hyperactivity, impulsivity, and inattentiveness. Several studies underscore the efficacy of stimulant medications in improving attention span and behavioral regulation in children with ADHD (Faraone et al., 2015). For Jenni, medication serves as a foundational intervention that can lead to immediate symptom relief, thereby creating a more conducive environment for behavioral and academic interventions to be effective (Kollins & McClernon, 2020).

However, medication alone cannot address all dimensions of her difficulties. Side effects and variable responses necessitate careful monitoring and often require complementary strategies. Moreover, physical interventions should be integrated into a broader treatment framework that considers her psychosocial and cognitive needs, emphasizing that pharmacotherapy is an adjunct, not a standalone solution.

Behavioral Interventions

Behavioral strategies form a cornerstone of Jenni’s treatment plan, targeting her impulsivity, teacher-reported classroom disorganization, and peer-related social issues. Parent-focused behavioral therapy aims to equip her caregivers with skills to reinforce positive behaviors and implement consistent discipline strategies, such as token reward programs and clear behavior management plans (Evans et al., 2018). These measures can substantially increase positive behaviors both at home and in school settings. Child-focused behavioral interventions, including social skills training, are crucial for improving her peer relationships and reducing social rejection (Cohen et al., 2017).

In Jenni’s case, incorporating behavior modification techniques within the classroom, such as a structured reward system or behavior charts, enhances consistency and efficacy across environments. Evidence indicates that such interventions bolster behavioral regulation and can reduce disruptive behaviors over time (Sukhodolsky et al., 2016). Customized behavioral management plans that involve both parents and teachers foster reinforcement of desirable behaviors and help generalize gains across settings.

Academic Interventions

Jenni’s recent academic struggles necessitate targeted academic interventions, including accommodations and instructional modifications. Teachers require training to implement behavior modification strategies and consistent reinforcement to support her engagement. Allocating additional time for assignments and tests, as well as providing organizational aids such as visual schedules, are evidence-based accommodations that can alleviate her attentional deficits and improve academic performance (DuPaul & Stoner, 2015).

Implementing a daily report card system that communicates progress between teachers and parents fosters collaboration and accountability (Reasema et al., 2017). These interventions not only mitigate her immediate academic difficulties but also help develop essential organizational and self-regulation skills critical for long-term success (Mannuzza et al., 2017).

Cognitive Interventions

Cognitive interventions, including executive function training and working memory strategies, aim to bolster her underlying cognitive processes that influence attention and behavioral control. While preliminary research shows promise, evidence supporting the long-term efficacy of cognitive training for children like Jenni remains limited, and such interventions should be regarded as supplementary (Klingberg et al., 2016).

Strategies such as computerized working memory training and cognitive-behavioral techniques can help her develop self-monitoring skills, task planning, and emotional regulation. These skills are vital for academic achievement and peer interactions. Integrating cognitive training into her overall program can enhance her self-efficacy and promote better behavioral regulation (Klingberg et al., 2014).

Critical Analysis and Missing Components

While the treatment plan encompasses many essential interventions, certain gaps warrant attention. Notably, the plan could improve by explicitly integrating social-emotional learning components to address Jenni’s feelings of sadness and peer difficulties. Given her self-awareness regarding her social struggles, incorporating counseling or therapy aimed at emotional regulation and self-esteem would facilitate her social integration and reduce internalizing symptoms (Piacentini et al., 2014).

Furthermore, parental training programs need to be emphasized! Effective parent training ensures consistency in behavioral techniques across home and school settings, which is crucial for generalizing improvements (Power et al., 2020). The plan also should consider ongoing assessment strategies to monitor responsiveness to interventions and adjust accordingly, emphasizing a dynamic, personalized treatment approach (Sonuga-Barke et al., 2018).

Lastly, given Jenni’s neuropsychological profile, a multidisciplinary team including psychologists, educators, and pediatricians would optimize her treatment through comprehensive, coordinated care (Barkley, 2018). This would ensure that interventions are tailored, cohesive, and responsive to her evolving needs over time.

Conclusion

In conclusion, comprehensive treatment plans for children like Jenni should integrate physical, behavioral, academic, and cognitive strategies to address the multifaceted nature of her difficulties. When combined thoughtfully, these interventions can mitigate symptoms, enhance academic performance, and improve social functioning. Nevertheless, interventions should be personalized, regularly evaluated, and augmented with emotional support to promote holistic development. Addressing these aspects ensures a more robust, effective approach that aligns with current best practices in clinical child psychology and education.

References

  • Barkley, R. A. (2018). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment. Guilford Publications.
  • Cohen, J., Manos, R. K., & Sikkema, S. (2017). Social skills training for children with ADHD: A meta-analytic review. Journal of Clinical Child & Adolescent Psychology, 46(2), 165-178.
  • DuPaul, G. J., & Stoner, A. (2015). ADHD in the schools: Assessment and intervention strategies. Guilford Publications.
  • Evans, S. W., Owens, J. S., & Bunford, N. (2018). Evidence-based psychosocial treatments for children and adolescents with attention-deficit/hyperactivity disorder. Journal of Clinical Child & Adolescent Psychology, 47(2), 272-293.
  • Faraone, S. V., et al. (2015). The efficacy of methylphenidate for ADHD: A meta-analysis. Journal of the American Academy of Child & Adolescent Psychiatry, 54(9), 778-789.
  • Klingberg, T., et al. (2014). Computerized training of working memory—A meta-analytic review. Developmental Cognitive Neuroscience, 5, 1-12.
  • Klingberg, T., et al. (2016). Computerized working memory training—A systematic review and meta-analysis of effects on cognitive functions. Brain and Cognition, 100, 41-50.
  • Kollins, S. H., & McClernon, F. J. (2020). Pharmacotherapy for ADHD and practical considerations. Child and Adolescent Psychiatric Clinics, 29(4), 617-628.
  • Mannuzza, S., et al. (2017). Long-term outcomes of children with ADHD: A review of the research. Journal of Attention Disorders, 21(8), 650-660.
  • Piacentini, J., et al. (2014). Emotional regulation training in children with ADHD. Journal of Child Psychology and Psychiatry, 55(10), 1131-1149.
  • Power, T. J., et al. (2020). Parent training and behavior management: Strategies for improving outcomes in children with ADHD. Journal of Family Psychology, 34(3), 301–312.
  • Reasema, J. N., et al. (2017). Effectiveness of daily report cards in managing ADHD-related behaviors. Journal of School Psychology, 67, 65–75.
  • Sukhodolsky, D. G., et al. (2016). Cognitive-behavioral therapy for disruptive behaviors in children and adolescents: Advances and future directions. Child and Adolescent Psychiatric Clinics, 25(3), 585-605.
  • Sonuga-Barke, E. J., et al. (2018). Personalized interventions for ADHD: The importance of monitoring and tailoring treatments. Clinical Child and Family Psychology Review, 21(2), 119–133.

Related Assignments