Distinguish trauma and a stress-related disorder
Problem: What is the difference between a trauma and a stress-related disorder? What are some of the things that might trigger these disorders? Can anything be done to prevent the disorders from occurring? Why or why not?
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What you know of DSM categories from our readings to place your disorder-for example, is it an affective or mood disorder, an anxiety disorder?
Did you know about the indigenous land struggle at colleges? Do you consider the Puvungna struggle to issue of environmental justice and or environmental racism
describe two of the three comparisons that Dr. Bryan Enderle states as examples of the parallels between God and modern science.
What in your opinion is something you wish you could change about our current American culture and why?
What is the difference between a trauma and a stress-related disorder? What are some of the things that might trigger these disorders?
What different forms of Catholicism developed in this period and why? Use evidence from Brown Church to support your answer.
How do you identify antecedents? What are three difficulties in identifying them? What two kinds of self-statements can be antecedents?
Explain how this view to race is present in the frames of colorblind racism by Bonilla-Silva (2001).
Problem: What varieties of "resistance" do we see manifest in the three primary sources assigned this week?
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Problem: Developmental Assessments Cognitive Tests: Assessments like the Wechsler Intelligence Scale for Children (WISC)
Behavioral Checklists and Rating Scales Standardized Rating Scales: Tools like the Child Behavior Checklist (CBCL) or the Conners Rating Scales
Observation Naturalistic Observation: Clinicians observe the child in their natural environment, such as home or school, to understand their behavior in context
Adolescents (13-18 years) Techniques: Open-Ended Questions: Adolescents often respond well to open-ended questions that invite them
Middle Childhood (9-12 years) Techniques: Cognitive Assessments: Clinicians can utilize structured interviews combined with cognitive tests
Developmentally Appropriate Language: Clinicians simplify their language, avoiding jargon, and using short sentences to ensure comprehension.
Observational Techniques: Since infants may not be able to verbally articulate their feelings, clinicians often rely on observation of behaviors,