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Angela Taylor has been working with the family of a 14-year-old bipolar child for over a year. In that time, she has demonstrated a passion for understanding not only the child's disorder but the needs of the entire family. She problem solves both intellectually and intuitively, communicating consequences with positive discipline and follow-through. Angela has a very positive personality that has been helpful for encouraging the child. She works with the whole family and provides helpful suggestions and ideas, reinforcing progress while mapping short and long term plans. The parents have no doubt that Angela is driven to succeed in psychology as a calling rather than just a career, and that her positive energy and work ethic will be an asset to any program or
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Meaningfulness vs. Statistical Significance
Meaningfulness vs. Statistical Significance
Program Transcript
MATT JONES: Statistical significance deals with the critical value of a statistic.
And in a certain philosophy, making a determination of whether the null
hypothesis is rejected or you fail to reject the null hypothesis. That is statistical
significance.
Meaningfulness is taking that statistic and determining it's applicability out in the
real world. So all too often, as researchers, we get caught up in chasing
statistical significance. And certainly while that's part of statistics, we also want to
focus on the tie back to the real world.
So while we might find statistical significance in a very large sample, once we
look at the effect that's present there, or the strength of the relationship, or the
magnitude of the difference, they all might be extremely small. So while we might
have quote unquote, "highly statistically significant results, the effect,
relationship, or differences are rather small and almost meaningless in the
applied real world."
It's important to understand the difference between statistical significance and
meaningfulness. Because as a critical consumer of research, when you're
evaluating claims, you want to match up the actual statistics with the claims
being made. So if a claim is being made of how large an effect was or how
important something is, you want to go back to the statistical analysis and see if
that is indeed the case.
So just because something says there was a statistically significant result doesn't
necessarily mean you can make claims about how profound an impact that it
might have out in the real world. Because that might be an overreach of what the
statistics were actually doing. Statistics will tell you only a small little piece of the
pie. It's up to us as researchers to put the results into a specific context and
understand that alignment between the statistics and the results with a possible
misalignment.
History has given us a lot of examples of where statistics and statements don't
necessarily match up. It's important to have a critical eye when it comes to
statistical significance and meaningfulness to evaluate results, not only of other
researchers, but also your own. And when you're making a claim about an effect
or a relationship or an intervention, we're able to make that claim with some
degree of authority. So just because you have statistical significance, i.e. a P
value below 0.01, that doesn't necessarily mean the magnitude of the effect was
strong where there's a large difference between two groups when in fact it might
be very small.
©2016 Laureate Education, Inc. 1
Meaningfulness vs. Statistical Significance
The danger in not understanding the difference between statistical significance
and meaningfulness is our potential to overreach with resul.
11 NeurodevelopmentalDisordersBowdenimagesiStockThinksto.docx
11 NeurodevelopmentalDisorders
Bowdenimages/iStock/Thinkstock
Chapter Objectives
After reading this chapter, you should be able to do the following:
• Explain how developmental psychology contributes to our understanding of psychological disorders
among children and adolescents.
• Describe the main psychological disorders first observed in childhood and adolescence.
• Explain the effects of a childhood disorder on other family members.
• Describe how childhood and adolescent disorders can be treated.
get83787_11_c11_305-324.indd 305 2/16/18 4:49 PM
© 2018 Bridgepoint Education, Inc. All rights reserved. Not for resale or redistribution.
306
Understanding Developmental Psychopathology Section 11.1
11.1 Understanding Developmental Psychopathology
It is stressful for any family when one member has a psychological disorder; it is especially
stressful when the affected person is a child. Children are changing constantly. Unfortu-
nately, because of disease, genetics, or traumatic experiences (to name just three possible
factors), some children find the road to adulthood full of obstacles. Unless they are helped,
such children are at risk for psychological disorders. In addition to the at-risk children, their
parent(s) and/or caregivers are also at risk. To gain a better picture of children’s issues, and
those of their caregivers, we will examine the members of the University Hospital Parent Sup-
port Group. This group was organized by psychologist Stuart Berg. Its members are parents
of children under treatment for psychological disorders. Let’s look at Part 1 of the support
group’s case study.
Case Study: Support Group: Part 1
Parent Support Group Transcript
DR. BERG: My name is Stuart Berg. I am a clinical psychologist working here at University
Hospital. I want to welcome each of you to this first support group meeting. I know some of
you, and I will look forward to meeting and working with all of you in the weeks to come.
The goal of this support group is to help you help your children and yourselves. You are all
here because you have a child in treatment and because you indicated an interest in mutual
support. Although these meetings will be unstructured, they do have a goal—to help you
cope with having a child who has a psychological disorder. Some of the issues we discuss will
be practical: how to access government assistance programs, how to find a babysitter, how
to get your child to the dentist. Because some parents whose children develop psychological
disorders feel guilty and ashamed, as if they were the cause of their child’s problems, we will
also try to educate ourselves about what causes psychological disorders in children and what
we can do about them. Because this is our first meeting, I thought it might be a good idea to
go around and have each of you introduce yourself to the others. Let’s begin on my left.
JOHN CHENEY: My name is John Cheney. I am a doctor, a radiologist, in this hospit.
11 NeurodevelopmentalDisordersBowdenimagesiStockThinksto.docx
11 NeurodevelopmentalDisorders
Bowdenimages/iStock/Thinkstock
Chapter Objectives
After reading this chapter, you should be able to do the following:
• Explain how developmental psychology contributes to our understanding of psychological disorders
among children and adolescents.
• Describe the main psychological disorders first observed in childhood and adolescence.
• Explain the effects of a childhood disorder on other family members.
• Describe how childhood and adolescent disorders can be treated.
get83787_11_c11_305-324.indd 305 2/16/18 4:49 PM
© 2018 Bridgepoint Education, Inc. All rights reserved. Not for resale or redistribution.
306
Understanding Developmental Psychopathology Section 11.1
11.1 Understanding Developmental Psychopathology
It is stressful for any family when one member has a psychological disorder; it is especially
stressful when the affected person is a child. Children are changing constantly. Unfortu-
nately, because of disease, genetics, or traumatic experiences (to name just three possible
factors), some children find the road to adulthood full of obstacles. Unless they are helped,
such children are at risk for psychological disorders. In addition to the at-risk children, their
parent(s) and/or caregivers are also at risk. To gain a better picture of children’s issues, and
those of their caregivers, we will examine the members of the University Hospital Parent Sup-
port Group. This group was organized by psychologist Stuart Berg. Its members are parents
of children under treatment for psychological disorders. Let’s look at Part 1 of the support
group’s case study.
Case Study: Support Group: Part 1
Parent Support Group Transcript
DR. BERG: My name is Stuart Berg. I am a clinical psychologist working here at University
Hospital. I want to welcome each of you to this first support group meeting. I know some of
you, and I will look forward to meeting and working with all of you in the weeks to come.
The goal of this support group is to help you help your children and yourselves. You are all
here because you have a child in treatment and because you indicated an interest in mutual
support. Although these meetings will be unstructured, they do have a goal—to help you
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disorders feel guilty and ashamed, as if they were the cause of their child’s problems, we will
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we can do about them. Because this is our first meeting, I thought it might be a good idea to
go around and have each of you introduce yourself to the others. Let’s begin on my left.
JOHN CHENEY: My name is John Cheney. I am a doctor, a radiologist, in this hospit ...
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Our services, which began with aptitude testing, career guidance and individual psychotherapy, today cover the entire spectrum of services in mental health, ranging from clinical assessments, in-depth vocational guidance, workshops for various target groups, individual and group psychotherapy, assessments for gifted, hyperactive and autistic children, corporate assessments, and many more programmes.
Is My Teen Daughter Depressed_.pdf
We understand that as a concerned parent, you may be searching for answers to an important question - whether or not your teenage daughter is experiencing depression. It could be that you have a family history of mood disorders, and are looking to take a proactive approach to your family's mental health. Alternatively, you may have noticed changes in your daughter's behavior or communication that have led you to suspect depression. You may feel overwhelmed and unsure of how to proceed, but rest assured that the first step is to educate yourself about the signs of depression in teenage girls.
The long term effects of Parenting on the Mental Health | Solh Wellness
Parenting styles can significantly impact a child's mental health and overall well-being. Explore different parenting styles and their long-term effects with Us
Tips for Parents on How to Deal with Teenage Mood Swings.pptx
" Try to approach your teen's mood swings with patience and understanding.
Remember that your teen may feel overwhelmed or confused by her emotions."
Expert Opinion
The document summarizes a presentation by two experts in child psychology and interventions. Dr. Larry Radner is a licensed clinical psychologist who uses play therapy to help children express their feelings and improve relationships. Emily Stevens is a school psychologist who works to identify learning disabilities resulting from social and emotional issues using a neuropsychological approach. Disruptions in a child's thoughts or feelings can lead to problems in school. The experts discussed different assessments and interventions to help children with emotional disturbances and learning disabilities.
High School Troubles
The document discusses three therapies that could help counsel a high school girl with issues of self-injury and an unstable home life: Reality Therapy, Rational Emotive Behavior Therapy, and Adlerian Counseling. Reality Therapy would focus on empowering her choices and locus of control. Rational Emotive Behavior Therapy would challenge her irrational thoughts about her family and home life. Adlerian Counseling would address her underlying social needs, lack of support system, and motivation to find value at home in order to avoid self-injury. The document concludes that Adlerian Counseling seems most appropriate since her main issue is social.
Child and adult mental health
This document discusses mental health in children and adults. It defines mental health as well-being, realizing abilities, coping with stress, working productively, and contributing to community. Child mental health means reaching milestones and learning social skills. Common child disorders include ADHD, anxiety, and behavior disorders. Mental disorders in children can affect development and functioning at home and school. Symptoms include sadness, social withdrawal, suicidal thoughts, irritability, and harmful behavior. Treatment includes behavior therapy and parent training. Adulthood disorders include mood, anxiety, and psychotic disorders caused by genetic and environmental factors. Symptoms include confusion, extreme fears/worries, mood changes, withdrawal, and tiredness. Treatment involves psychotherapy, medication,
Parenting workshops 2015 by Marielle Evertsz
Marielle Evertsz offers various parenting workshops for parents of children from early childhood through high school age. The workshops provide practical parenting strategies and focus on topics such as positive parenting, discipline, temper tantrums, sibling rivalry, introverted/extroverted children, understanding teens and their developing brains, communicating with teens, and raising teen boys and girls. Evertsz aims to empower parents and start conversations by sharing experiences and strategies parents can use. Workshops are 2 hours and cost varies.
My integraive approach-english
My integrative approach combines my expertise in bibliotherapy, emotional therapy, and orthopedagogy to help both children and adults experiencing affective disorders that cause learning or adaptation difficulties. Orthopedagogy aims to assess and assist people with learning difficulties, while bibliotherapy is a creative therapy using reading and writing to treat emotional issues. Having experienced immigration myself, the author developed this integrative approach to assist social, school, family, and professional integration of immigrants of all ages during their adaptation period. The approach identifies academic, cognitive, and emotional factors hindering integration and uses bibliotherapy to understand obstacles to progressing both educationally and emotionally.
E-Book Trauma Safe Schools Educating Adolescents w Trauma
This E-Book Explores the impact of trauma on education and learning for teens, adolescents and schools. It offers a neurocognitive developmental perspective and skills for educators to enhance effective teaching for adolescents with symptoms of PTSD. The course explores social skills, emotional regulation and neurobiology.
Au Psy492 E Portfolio Medlin T
Tiffany Medlin is pursuing a bachelor's degree in psychology from Argosy University, which she will complete in summer 2011. She has gained experience working with children through activities like Girl Scouts and a program for children with disabilities or home problems. Her goal is to obtain a master's degree in counseling psychology and work as a counselor for children, and possibly someday for teenage girls with eating disorders. She recognizes the importance of continuing to learn and grow in the evolving field of psychology.
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The long term effects of Parenting on the Mental Health | Solh Wellness
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Dr Johnson LOR
- 1. March 22, 2012 To Whom it May Concern: This letter is in regard to Angela Taylor, applicant for your Masters program. Angela has been working with our 14 year old daughter for over a year now. As a parent of a bipolar child with severe mood and behavior problems, I have worked with therapists, psychologists and psychiatrists, and at this point, I can easily recognize when someone has a passion for their work. Angela Taylor is inquisitve and constantly curious about not only our child’s disorder, but the subtle needs of the family as well. She has a way of problem solving, both intellectually and intuitively, and has a genuine and clear ability to communicate consequence, while displaying positive discipline and follow- through. Angela has a very positive personality. This has been so helpful for our daughter, especially when she needs the encouagement to move beyond her disorder. Angela works with our whole family, her suggestions and ideas are always helpful. She is not invasive but inclusive, reinforcing the daily progress and mapping out the short and long term plan. There is no doubt in my mind that Angela is driven to be successful in the field of psychology. It is wonderful to see a young person, as her, pursue this path as a calling and not just a career choice. Her positive energy and hard work ethic will influence your student body and she will most definitely be an asset to your program or company. Rebekah Stark Johnson and Dr. Jeffrey A. Johnson M.D.