Case Study The case study that I have chosen is titled Psychotic Student? found on page 159 of our text by Cipani and Schock (2010), which references a male adolescent who is enrolled in both a residential and day treatment program for emotionally disturbed children. He has been demonstrating a variety of undesired and disturbing behaviors as well as a decrease in his work production through avoidance tendencies which were simply ignored therefore leading to his disengagement in academic tasks. In an attempt to increase this individual’s task completion he was restricted from leaving his seat to engage in free time or preferred activities until a specific amount of his work was completed. This strategy was also carried over into his home environment and eventually began to show a gradual improvement in the amount of non preferred tasks being completed. Diagnosis and Suggested Intervention Due to the disruptive and avoidant behaviors being exhibited by this particular adolescent I would diagnosis him with a disruptive behavior disorder, precisely oppositional defiant disorder (ODD) (Burnette, 2013). It could still be difficult to make this definitive diagnosis without further assessing his history with regards to development, familial and environmental background experiences, potential trauma and patterns of behaviors. There could also be the possibility of co-occurring diagnoses such as depression or anxiety for this individual which would need to be assessed through further assessment techniques such as interviews, behavioral observations and self report scales. It is mentioned that the residential and day treatment programs that he is enrolled in are for severely emotionally disturbed children indicative of the fact that he may have experienced some level of trauma in the past contributing to some of the disruptive and noncompliant actions he displays (Burke, Rowe & Boylan, 2014). Individuals with ODD are typically diagnosed prior to the age of 8 and are known to demonstrate a pattern of defiant, disruptive and hostile behavior and can also be associated with antisocial behavior as well as an increase in risk for multiple forms of psychopathology (Burnette, 2013). This particular adolescent has become increasingly incompliant with completing tasks, whereas his behaviors are now effectively aiding in his escape and avoidance of tasks (Cipani & Schock, 2010). A proposed treatment plan for this individual would consist of cognitive behavioral intervention and behavioral parent training, which can also be implemented by the staff or teachers within his residential and day treatment programs (Matthys, Vanderschuren, Schutter & Lochman, 2014). The combination of these two intervention methods have been found to be successful in the treatment of ODD in younger aged children through adolescence with improvements in attention, social reinforcement, emotional regulation, monitoring and supervision of behavior, social skills and.

1. Case Study
The case study that I have chosen is titled Psychotic Student?
found on page 159 of our text by Cipani and Schock (2010),
which references a male adolescent who is enrolled in both a
residential and day treatment program for emotionally disturbed
children. He has been demonstrating a variety of undesired and
disturbing behaviors as well as a decrease in his work
production through avoidance tendencies which were simply
ignored therefore leading to his disengagement in academic
tasks. In an attempt to increase this individual’s task
completion he was restricted from leaving his seat to engage in
free time or preferred activities until a specific amount of his
work was completed. This strategy was also carried over into
his home environment and eventually began to show a gradual
improvement in the amount of non preferred tasks being
completed.
Diagnosis and Suggested Intervention
Due to the disruptive and avoidant behaviors being
exhibited by this particular adolescent I would diagnosis him
with a disruptive behavior disorder, precisely oppositional
defiant disorder (ODD) (Burnette, 2013). It could still be
difficult to make this definitive diagnosis without further
assessing his history with regards to development, familial and
environmental background experiences, potential trauma and
patterns of behaviors. There could also be the possibility of co-
occurring diagnoses such as depression or anxiety for this
individual which would need to be assessed through further
assessment techniques such as interviews, behavioral
observations and self report scales. It is mentioned that the
residential and day treatment programs that he is enrolled in are
for severely emotionally disturbed children indicative of the
fact that he may have experienced some level of trauma in the
past contributing to some of the disruptive and noncompliant
actions he displays (Burke, Rowe & Boylan, 2014). Individuals

2. with ODD are typically diagnosed prior to the age of 8 and are
known to demonstrate a pattern of defiant, disruptive and
hostile behavior and can also be associated with antisocial
behavior as well as an increase in risk for multiple forms of
psychopathology (Burnette, 2013). This particular adolescent
has become increasingly incompliant with completing tasks,
whereas his behaviors are now effectively aiding in his escape
and avoidance of tasks (Cipani & Schock, 2010).
A proposed treatment plan for this individual would
consist of cognitive behavioral intervention and behavioral
parent training, which can also be implemented by the staff or
teachers within his residential and day treatment programs
(Matthys, Vanderschuren, Schutter & Lochman, 2014). The
combination of these two intervention methods have been found
to be successful in the treatment of ODD in younger aged
children through adolescence with improvements in attention,
social reinforcement, emotional regulation, monitoring and
supervision of behavior, social skills and social problem solving
skills (Matthys, Vanderschuren, Schutter & Lochman, 2014).
Potential Barriers to Treatment
An evident factor that could impede the effectiveness of
his treatment is his current environment and the potential lack
of daily interaction and support from family members (Karver &
Caporino, 2010). The inability for this adolescent to be
attending a typical school placement within society because of
his behaviors could also influence therapy in a negative manner.
He is living in a residential setting with peers whom are
possibly exhibiting some of the same if not more severe
behaviors due to the primary focus of clientele being those that
are severely emotionally disturbed. It is not referenced whether
this particular adolescent’s behaviors or avoidance of task
completion is evoked by specific situations or peers, which
could impact his intervention strategies.
The individual’s cultural background could also present as a
potential barrier to the efficiency of treatment. There isn’t any
information provided on this adolescent’s cultural background

3. but his and his family’s beliefs and traditions could be of
significance in the outcome of therapy (Burke, Rowe & Boylan,
2014). To most efficiently treat this adolescent, his therapist
and staff of providers within his programs would need to be
culturally component when interacting with him, which would
come from further exploration of his familial history prior to
the creation and implementation of treatment. His treatment
method and strategies would certainly require modifications in
order to adhere to and respect his and his family’s cultural
background.
References
Burke, J. D., Rowe, R., & Boylan, K. (2014). Functional
outcomes of child and adolescent oppositional defiant
disorder symptoms in young adult men. Journal of Child
Psychology and Psychiatry, 55(3), 264-272.
doi:10.1111/jcpp.12150
Burnette, M. L. (2013). Gender and the development of
oppositional defiant disorder: Contributions of physical abuse
and early family environment. Child Maltreatment, 18(3),
195-204. doi:10.1177/1077559513478144
Cipani, E., & Schock, K. M. (2010). Functional behavioral
assessment, diagnosis, and treatment. [electronic resource]:
a complete system for education and mental health settings.
New York: Springer, 2010.
Imbach, D., Aebi, M., Metzke, C.W., Bessler, C. & Steinhausen,
H. C. (2013). Internalizing and externalizing problems,
depression, and self-esteem in non-detained male juvenile
offenders. Child and Adolescent Psychiatry and Mental
Health, 7(7), 1-8.
Karver, M. S., & Caporino, N. (2010). The use of empirically
supported strategies for building a therapeutic relationship
with an adolescent with oppositional-defiant disorder. Cognitive
and Behavioral Practice, 17(2), 222-232.
doi:10.1016/j.cbpra.2009.09.004

4. Matthys, W., Vanderschuren, L. J., Schutter, D. G., & Lochman,
J. E. (2012). Impaired neurocognitive functions affect social
learning processes in oppositional defiant disorder and conduct
disorder: Implications for interventions. Clinical Child and
Family Psychology Review, 15(3), 234-246.
doi:10.1007/s10567-012-0118-7
World Health Organization (2003). Caring for children and
adolescents with mental disorders. Retrieved from
http://www.who.int/mental_health/media/en/785.pdf
This is a two-part assignment. Please be sure to identify your
response in two parts [Part I and Part II].
Part I: Research definitions of globalization**.
Identify some of the components of the definitions that you find
to be similar and you think are useful. Which are not? Provide
examples of the various aspects/dimensions associated with
globalization and explain how each aspect/dimension relates to
globalization. Develop and write your own definition of
globalization that you think will help people understand
globalization. **Provide reference citations where appropriate.
Part II: Watch the YouTube Video: Did You Know (2018).
https://www.youtube.com/watch?v=u06BXgWbGvA
Play Video
Using the information in the YouTube video, identify
information that represent the dimensions/components of
globalization that you categorized in Part I. Clearly, in detail,
explain why you chose this material and how it relates to the
specific component.
Your responses to Part I and Part II must be written clearly and
concisely using college level grammar and sentence structure;
use Times New Roman 12 pt. font and double space your
response to Part I and Part II. Be sure to clearly explain and
connect the information from Part I with Part II.
Provide a reference page identifying your sources [textbook as

5. well as other resources] using appropriate APA 6th edition
formatting.