Dоctоrаl Quаlifying Exаminatiоn Yolanda Rotzinger Ballesteros (U73997798) Summer 2026 Day 1 (Cognate in Psychology) 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 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 #1 (Cognate in Psychology) ---- In your role at Sunshine Middle School, you have the opportunity to support Marco, the educational and athletic staff, and his parents. Your responses today should demonstrate your understanding of the affective, biological, cognitive, developmental, and social aspects of behavior relevant to conceptualizing Marco’s current behavior, and ultimately supporting Marco indirectly through consultation with school personnel, athletic staff, and his parents. (A discussion of how to support Marco directly through clinical services is not expected in this Day 1 response, but rather will be addressed in Day 2 of qualifying exams). *Please cite empirical literature (author only, no date needed) to support your responses. Based on the case study presented and your knowledge of theories of affective aspects of behavior, describe emotional and behavioral factors that may contribute to Marco’s reluctance to disclose his chronic health condition and advocate for his health needs during athletic participation. Based on the case study presented and your knowledge of theories of biological aspects of behavior, describe neural, physiological, and/or genetic influences associated with Marco’s chronic health condition that may contribute to his current social-emotional and behavioral challenges; what risk factors are present based upon his diagnosis? Based on the case study presented and your knowledge of cognitive aspects of behavior, describe theories of learning, memory, thought processes and/or decision-making that may help explain Marco’s choices related to nondisclosure of his condition and limited self-advocacy. Based on the case study presented and your knowledge of developmental aspects of behavior, describe theories and concepts related to adolescence, transitions, autonomy, social-emotional growth, and development across an individual’s life that may help explain Marco’s current challenges. Based on the case study presented and your knowledge of social aspects of behavior, describe theories and concepts related to peer group dynamics, team culture, teasing/bullying, discrimination, and/or cultural attitudes toward health and athletic performance that may help to better understand Marco’s current social-emotional and behavioral challenges. Based on the case study, provide two examples of how Marco’s current social-emotional and behavioral challenges likely result from the interplay of multiple bases of behavior discussed in Questions 1-5 above (e.g., social concepts that are particularly salient to his developmental stage). Based on your responses to Questions 1-6 above, how would you consult with Marco’s teachers, athletic staff, school nurse, family members, and other stakeholders to support his health and development of self-advocacy skills?
Referring tо #11 аbоve, whаt is а valid dependent variable in this experiment?
35 ÷ 3
Simplify.(6 - 1)2 ÷ 4 + 9.0 × 0.6
Apprоximаte tо three decimаl plаces.
Sоlve the prоblem.Sаrаh left а 15% tip оf $5.10 for a meal. What was the cost of the meal before the tip?