Child Psychology

AIdentify at least two theoretical explanations that may help to understand Millies recent change in behaviour. Your answer should include a critical evaluation of the theories discussed.Approx. 1,200 words.Part B From the information given in the case study, write one or two sentences that aim to explain Millies behaviour (hypotheses). These explanations should be based on the theory discussed in Part A. Approx. 100 – 200 words.Based on your hypotheses in Part 1, create a plan for the Educational Psychologists next steps, this could include further information gathering, indirect interventions within Millies ecological system and/or direct support for Millie. Consider the role of the Educational Psychologist in your answer and any theoretical frameworks they might draw on. Approx. 700 words.Case StudyMillie’s ViewsMillie is a 14-year-old girl in year 9 of a comprehensive secondary school in the UK. Millie often feels upset. Lately, shes finding it difficult to sleep and she feels very nervous in the morning before she goes to school. Millie doesnt see the point in going to school as shes not very intelligent and she finds the work too hard.Millie has been avoiding her usual route to school recently as a group of students in the year above have been calling her names and threatening her- sometimes Millie doesnt go to school at all and sits in the local park. So far, she has been able to forge her mothers signature on letters explaining her absence, and so the school and her parents do not know what she has been doing. Millie has a best friend, Sam, who has been very supportive. Millie feels that Sam is the only person she can talk to.Parents’ ViewsMillies mum and dad are concerned that the school arent doing enough to support Millie with her learning, in particular with reading. Millies grades have dropped this year and her mum would like for her to have extra tuition.Teachers’ ViewsMillies tutor is worried about her behaviour at school and she is on her eighth detention already this month. Millies teachers describe Millie as creative and chatty. Lately, she often seems angry before she enters the classroom and she has been verbally aggressive towards teachers, which is unusual for Millie. On a couple of occasions in the last month, she has walked out of class crying and she seemed very upset. Millies teachers have put extra phonics support into place to help Millie with her reading, and she attends a group on Wednesday mornings.Following a meeting with Millie and her mum, Millies headteacher asked the schools Educational Psychologist for advice on what may be contributing to Millies recent change in behaviour.