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Cаmryn Legrа Dоctоrаl Qualifying Exams Summer 2025 Day #2 (Schоol Psychology Specialization Area) Please read the following scenario and respond to each of the questions below it. Bella is a 13 year-old 7th grade student at Tampa Middle School (TMS), a public school with about 1200 students. TMS is a Title 1 school, and serves a rural community. Bella was referred to the student assistance team (SAT) by two teachers who were concerned with her lack of concentration in class, irritability, occasional tearfulness, social isolation, and visible cuts on her legs. They also noted poor attendance particularly on days assignments are due or group presentations are scheduled to occur. When you review Bella’s cumulative file, you see legal documentation stating that her mother has had full custody since her parents divorced in early 2022. A report from the FL Department of Children and Families (DCF) specifies that the father is not permitted to see his children without supervision, but can talk with them over the phone, due to prior substantiated reports of physical and emotional abuse. All members of Bella’s family identify as non-Hispanic White. You also learn that Bella has a long history of attendance problems— she usually misses about 5 school days per quarter. Bella has three older siblings, one of whom is in 8th grade at THS and was previously hospitalized for suicidal behavior and diagnosed with depression. No history of assessment, diagnosis, or treatment of emotional or behavior problems is contained in the file, although the custody report noted Bella’s mother has a history of anxiety and depression. Other information from the records review includes that Bella currently has a 1.5 GPA and is in danger of repeating 7th grade. She earned grades of mostly “C” and some “D”s in 6th grade. In your first meeting with Bella, she was not surprised her teachers had concerns. She explains that she is struggling to make it to school, and really dislikes having to talk to others in class. When asked about concerns, Bella noted that she is “not really smart” but is a hard worker, which is why she gets some C grades in classes like math and art where she can work alone. She notes she feels sick and stays home from school when she is worried about doing well on an assignment or has a presentation; she said, however, that she doesn’t have alternative ways to handle the stress. She took dance classes in elementary school, but stopped because her mother didn’t seem able to get her to dance class after the divorce due to her busy work schedule. Bella shared that even with two jobs (she cleans houses during the day and works at a restaurant in the evenings), her mother struggles to pay all of the bills on time. Bella said her mother seems to be trying hard to be a good parent and seems very focused on keeping her and the family safe, but doesn’t seem to know how to help her emotionally. She reported minimal communication with her father, and said there is a lot of tension and anger at home about her father’s abusive behavior and her parents’ separation, and no one talks about it. Bella seems receptive to getting help to address some difficulties with her schoolwork, relationships, and physical functioning. Regarding friendships, she reported she is increasingly isolated from her old peer group from elementary school, as they don’t seem to have much in common since she quit dance. She reported she doesn’t know how to go about meeting new people, has not developed any close friends at THS, and spends her lunch time alone redoing assignments. At school, she has difficulty speaking to teachers or other students, and prefers to write in her journal. She doesn’t turn in assignments until she feels they are as close to perfect as possible, and tries to avoid group work. Regarding her family, she reported that her two oldest siblings do not find school to be as difficult as she does, and tell her to try harder and stop staying home from school. Bella’s mother doesn’t seem too concerned with her academic and attendance problems, and noted she appreciates Bella’s help cleaning houses on the days she stays home. Regarding physical functioning, Bella said “It’s hard to get out of bed in the mornings—I’m just so tired, my legs are cut up, my stomach hurts a lot. But also, I can’t fall asleep…at night, I can’t stop thinking about my schoolwork, and how mad I am at my dad for hurting me and abandoning our family. I feel like I can never relax.” When asked about positive affective experiences, Bella noted she does not laugh or smile often, but did used to feel energized during dance. Feelings of pride about accomplishments in art and math occur less often than feelings of nervousness and fear of failure or embarrassment. ----- Day #2 (School Psychology Specialization Area) ---- In your role at Tampa Middle School, you have the opportunity to support Bella, her teaching staff, and her family. Your response today should consider the affective, biological, cognitive, developmental, and social aspects of behavior relevant to conceptualizing Bella’s current behavior (hypotheses developed in Day 1), and ultimately supporting Bella directly through clinical services. Today, you need to decide how to treat Bella through comprehensive school-based psychotherapy. Please cite empirical literature (author only, no date needed) to support your response. What data would you collect in a clinical intake, using which methods? What is your preliminary case conceptualization (including working diagnosis)? What treatment approach(s) would you use with Bella? Why? What would you include in the treatment plan with regard to structure and content? Who besides Bella will you include in the treatment plan (e.g., family, community, peer group, school staff) and in what ways? What ethical issues do you anticipate that could potentially arise in this case? How would you monitor response to therapy and treatment outcomes, including her quality of life?