Three categories of international children’s books are _____…
Questions
Three cаtegоries оf internаtiоnаl children's books are ____________________, _______________________, and _______________________ [BLANK-1]
Dоctоrаl Quаlifying Exаminatiоn Yolanda Rotzinger Ballesteros (U73997798) Summer 2026 Day 2 (School Psychology Specialization Area) Please read the following scenario and respond to each of the questions below it. Marco is a 13-year-old seventh-grade student at Sunshine Middle School who was recently promoted to the starting lineup on his middle school soccer team. He is well-liked by many of his classmates, highly competitive, and deeply committed to sports. Soccer has become one of the most important parts of his identity, and he dreams of eventually playing at the high school varsity level. Marco was diagnosed with Type 1 diabetes at age 8. Although his parents and school nurse have managed most aspects of his care over the years, Marco has gradually been expected to take more responsibility for monitoring his blood glucose, recognizing symptoms of low blood sugar, carrying emergency supplies, and communicating his needs to adults. His parents and healthcare providers have encouraged him to advocate for himself, especially during sports and physical activity, where fluctuations in blood glucose can become dangerous. At school, Marco generally avoids talking about his diabetes. Only a few close friends know about his condition. Earlier in the year, several boys on another team joked about a player who had to “sit out because of medical stuff,” calling that player weak. Marco remembers teammates laughing, and and even more so doesn’t want to be seen as “different.” He worries that if others know about his diabetes, teammates may tease him and question his toughness. Marco is also concerned that his soccer coach may bench him if he learns about his condition. Because the coach was hired solely for the athletic program and is not a regular school employee, he is unaware of Marco’s potential medical needs. During practice, the coach often tells players to “push through” fatigue and discourages breaks. Marco admires the coach and fears disappointing him. Because of these concerns, Marco hasn’t informed the coach about his diabetes or explained that he may need breaks, snacks, water, or blood glucose monitoring during practice and games. One afternoon during an intense outdoor practice in hot weather, Marco begins to feel shaky, dizzy, and confused. He notices his hands trembling and has difficulty concentrating. However, he does not want to ask to take a break because he worries teammates will question him or the coach will think he cannot handle the demands of the sport. The coach mistakes his symptoms for dehydration and frustration, yelling at him to stay focused and keep moving. Eventually, Marco collapses on the sidelines. The coach and teammates panic because no one understands what is happening. Marco’s emergency glucose supplies are in his backpack, but nobody knows where they are or how to help him. The school nurse is called, and emergency medical services are contacted. Following the incident, you, the pediatric school psychologist serving that middle school, are asked to assist in addressing concerns raised about Marco’s limited health literacy and underdeveloped self-advocacy skills related to managing his chronic health condition. In addition, you are asked to help address broader contextual issues such as the social environment, team culture, and lack of adult awareness that may have contributed to this crisis situation. ----- Day #2 (School Psychology Specialization Area) ---- In your role at Sunshine Middle School as a Pediatric School Psychologist, you have the opportunity to support Marco, school personnel, athletic staff, and his parents. Your response today should consider the affective, biological, cognitive, developmental, and social aspects of behavior relevant to conceptualizing Marco’s current behavior (hypotheses developed in Day 1), and ultimately supporting Marco directly through clinical services. Today, you need to decide how to treat Marco through comprehensive school-based psychotherapy. *Please cite empirical literature (author only, no date needed) to support your responses. What data would you collect in a clinical intake, using which methods? What is your preliminary case conceptualization? What treatment approach/approaches would you use with Marco? Why? What would you include in the treatment plan with regard to structure and content? Who besides Marco will you include in the treatment plan (e.g., parents, community, peer group, school personnel, athletic staff, physician) and in what ways? How would you interface with his physician? What ethical issues do you anticipate that would potentially arise in this case? How would you monitor response to intervention and treatment outcomes, including Marco’s quality of life?