The FDIC is required to establish a plan to restore the DIF…
Questions
The FDIC is required tо estаblish а plаn tо restоre the DIF if the reserve ratio falls below__________ of insured deposits.
Cоrоnаry аrteries аrise frоm the ______________ while coronary veins drain into the ______________ .
Angelinа Venettо Dоctоrаl Quаlifying Exams Summer 2025 Day #1 (Cognate in Psychology) Please read the following scenario and respond to each of the questions below it. Maria is an 11-year-old student in the 6th grade at Tampa Middle School. Maria’s family moved from Guatemala to the United States three years ago. Maria is bilingual, having grown up speaking both Spanish and English in the home. Maria has been attending Tampa Middle School for approximately four months. She has recently been referred to the school psychologist (you) by the assistant principal, who has noticed that Maria often spends her free time (e.g., lunch, recess) in isolation and does not interact much with her peers. The assistant principal also reported observing Maria arriving to the school office frequently throughout the school day complaining of stomachaches and headaches, causing her to miss a substantial amount of instruction. The assistant principal did not note any major academic concerns but would like you to follow up on the other issues. A review of Maria’s cumulative folder reveals that she is indeed performing well academically and has been since beginning elementary school. Her first quarter report card grades are slightly lower than usual, but her previous year standardized test scores are excellent. A review of Maria’s absences reveal that she has missed fifteen days of school in the first four months of the academic year and has left school early another seven days. You find out that she frequently calls home to request that her mother picks her up due to a physical illness, headache, or stomachache. Maria’s mother often obliges these requests, and she is picked up shortly after lunch on those days. Maria does not have an individualized education program (IEP) and there is no record of any office discipline referrals or medical issues. You interview several of Maria’s teachers who report that she is a good student who performs well academically but does not interact much with her peers and generally stays to herself. They also confirmed the assistant principal’s reports about Maria’s physical complaints. Multiple teachers report that Maria will ask to go to the front office to call her mother due to a headache or stomachache. The only other remark they made about Maria’s behavior was that she is easily irritated when requests to go to the office are denied, which sometimes interferes with her in-class work. In your first meeting with Maria she expresses that she likes school in general but misses her old teachers. She reports not liking the larger size of Tampa Middle School and says the teachers do not seem as nice as her old ones. Regarding her social isolation, Maria expresses a desire to interact with her peers more but states she is nervous that they might not like her. She also reports being comfortable being alone sometimes because she feels like she can be herself. When asked about the school absences, Maria expresses feeling physically ill frequently and will stay home if she wakes up with a bad headache. Maria says she feels sad about leaving her old school behind and that many of her friends did not attend Tampa Middle School with her. She also reported having trouble falling asleep at night, making her very tired most mornings. She was part of her elementary school choir and reported enjoying singing but said she did not want to try out for the choir at Tampa Middle School because she just didn’t like singing anymore. Maria’s mother describes Maria as a very kind and smart child and that she likes to make other people laugh. She reported that Maria has a close group of friends that she has known since moving to the United States in 3rd grade. She acknowledged Maria’s frequent requests to be picked up from school and noted that this was not an issue in elementary school. When Maria comes home from school she often falls asleep or keeps to herself in her room. Her mother reported not wanting to bother her while she has a headache. Maria has been seen by a pediatrician and several specialists who have not identified a medical cause for the headaches or stomachaches. Maria’s mother reported that she was diagnosed with depression before Maria was born, receiving treatment (a combination of cognitive behavioral therapy + SSRI) she endorsed as effective. She has not experienced a depressive episode since Maria was two years old.There is no other history of mental health issues in the family. Maria lives at home with her father and mother, both of whom work full-time, and a younger sister (Daniela, 8 years old). In your role at Tampa Middle School, you have the opportunity to support Maria, her teaching staff, and her parents. Your responses today should demonstrate your understanding of the affective, biological, cognitive, developmental, and social aspects of behavior relevant to conceptualizing Maria’s current behavior, and ultimately supporting Maria indirectly through consultation with school staff. (A discussion of how to support Maria 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 responses. 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 Maria’s current social-emotional and behavioral 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 Maria’s current social-emotional and behavioral challenges; what risk factors are present based upon her diagnosis? 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 Maria’s current social-emotional and behavioral challenges; what instructional content would be most relevant for Maria? 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 Maria’s current social-emotional and behavioral challenges? Based on the case study presented and your knowledge of social aspects of behavior, describe theories and concepts related to cultural diversity, group processes, attributions, and/or discrimination that may help to better understand Maria’s current social-emotional and behavioral challenges? Based on the case study, provide two examples of how Maria’s current social-emotional and behavioral 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 Maria’s teachers and school staff members?