Case Studies in Abnormal Child and Adolescent Psychology. Robert Weis
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Название: Case Studies in Abnormal Child and Adolescent Psychology

Автор: Robert Weis

Издательство: Ingram

Жанр: Психотерапия и консультирование

Серия:

isbn: 9781071808160

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СКАЧАТЬ of the kids there used drugs,” Val recalled. Her 17-year-old boyfriend introduced her to prescription pain medication. Val’s favorite combination was OxyContin in the morning followed by Roxicodone periodically throughout the school day. She quickly became known as the “Oxy and Roxy” girl. “I’d sleep during class, slur my speech, didn’t care about anything,” she recalled. “The teachers didn’t say anything to me because I didn’t cause trouble, so I kept on going.” Val obtained $10 pills from her boyfriend and sold them to classmates for $25, pocketing the profits to support her own drug use.

      “I first used heroin with my boyfriend—a different boyfriend—during my sophomore year,” Val reported. “I was afraid of needles so I snorted it. The feeling was excellent, like all the pain in my life was taken away. I could relax, stay still, and not worry about school or family. Snorting worked much faster than taking pills and the effects of heroin were much better.” Within 6 months, Val was using heroin approximately 3 times per day to sustain its positive effects and avoid withdrawal symptoms such as anxiety, nausea, and agitation. Her use became expensive and she engaged in prostitution several times to support her habit.

      “It might seem crazy, but I’m kind of glad that I got caught,” Val reported. “I’ve been to the funerals of two friends who died from heroin. My life was on the wrong track.” In residential treatment, Val was prescribed a medication called Suboxone, a combination of buprenorphine (an opiate substitute that reduces cravings) and naloxone (a medication that blocks the positive effects of heroin). The physician and psychologist at the residential treatment facility hope that it will help her reduce her opioid use (see Fiellin et al., 2014).

      “I’m not sure what I’m going to do when I get out of here,” reported Val. “My mom wants me to come back home, but I can’t go back. Everyone I know uses. I need a clean break.”

      Discussion Questions

      1 How might you explain Val’s substance use disorder in terms of behavioral genetics and epigenetics?

      2 How might you explain Val’s problems with (a) hyperactivity-impulsivity and (b) substance use in terms of the brain and neurotransmitters?

      3 How might you use learning theory to explain Val’s substance use disorder?

      4 How might problems with cognition or emotion regulation contribute to Val’s substance use problems?

      5 How might Val’s parents and peers contribute to her substance use problems?

      6 How might social–cultural factors contribute to Val’s substance use problem?

      Reference

      Fiellin, D. A., Schottenfeld, R. S., Cutter, C. J., Moore, B. A., Barry, D. T., & O’Connor, P. G. (2014). Primary care–based buprenorphine taper vs maintenance therapy for prescription opioid dependence: A randomized clinical trial. JAMA Internal Medicine, 174(12), 1947–1954.

      This case study accompanies the textbook: Weis, R. (2021). Introduction to abnormal child and adolescent psychology (4th ed). Thousand Oaks, CA: Sage. Answers appear in the online instructor resources. Visit https://sagepub.com. This case is based on interviews conducted by Paul Grondahl for the Albany Times Union.

      Case Study: Butterfly Di: A Case of Gene–Environment Correlation

      Scarr and McCartney’s (1983) notion of gene–environment correlation can be used to explain the way genotype and environment affect each other to shape development. Chapter 2 in the text presents the case study of Kirby, a boy with emerging disruptive behavior problems. However, gene–environment correlation can also be applied to children whose development seems to be coming along “swimmingly.” Read the case study below and identify how the theory of gene–environment correlation can be applied to Diana’s development.

      ©iStockphoto.com/mamahoohooba

      Description

      Diana was born to swim. Her mother was an Olympic athlete whose relay medley team won the bronze medal in Atlanta. Today, Diana’s mother is the head swim coach at a Division II college in Diana’s hometown. Although Diana’s father was not a swimmer, he was a Division I baseball player who currently works as a personal trainer. Diana also has two older sisters who earned college scholarships for swimming and diving, respectively.

      Diana was a healthy baby who enjoyed all of the benefits of a health-conscious family. Her father, who studied nutrition in college, was extremely conscientious about his family’s eating habits. Diana and her sisters ate a largely vegetarian diet and received excellent medical care. Her mother decorated Diana’s room in an aquatic theme: blue walls, fish-patterned bedsheets, an octopus pillow, and a dolphin nightlight.

      Diana began taking swim lessons at the age of 18 months. She was more agile in the pool than on land. Her mother would swim with her and her sisters several times per week. Diana also attended her older sisters’ swim lessons and, later in her childhood, she would also attend their swim meets.

      Diana began to swim competitively at the age of 5 for a summer aquatic league. By the time she was 7, she was swimming year-round for a 10-and-under recreational team at the YMCA and winning many of her events. One of the coaches recognized her raw talent and invited her to join his travel team that practiced at the local college. Diana joined the team several months later, practiced 5 days per week, and received individual lessons from the head coach.

      Diana swam on the varsity team during her freshman year of high school. She excelled in all events, especially the butterfly. Diana bonded with other girls on the team and had success in the pool and in the classroom.

      Now 17-year-old Diana is beginning her final year as a high school swimmer. A shoulder injury sustained in a car accident earlier in the year slowed down her stroke and probably eliminated her chances of a Division I scholarship. However, Diana has visited several Division III schools with excellent swimming programs that would provide her with a good education and an opportunity to swim competitively for 4 more years. “Swimming’s not the only thing important in my life, but it’s a major part of it,” Diana said. “I can’t imagine giving it up just yet.”

      Discussion Questions

      1 How does Diana illustrate passive gene–environment correlation?

      2 How does Diana illustrate evocative gene–environment correlation?

      3 How does Diana illustrate active gene–environment correlation?

      Reference

      Scarr, S., & McCartney, K. (1983). How people make their own environments: A theory of genotype environment effects. Child Development, 54, 424–435.

      This case study accompanies the textbook: Weis, R. (2021). Introduction to abnormal child and adolescent psychology (4th ed.). Thousand Oaks, CA: Sage. Answers appear in the online instructor resources. Visit https://sagepub.com.

      3 Research Methods With Children and Families

      Case СКАЧАТЬ