Читать книгу Introduction to Abnormal Child and Adolescent Psychology - Robert Weis - Страница 89

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Kirby is a 10-year-old boy who attends the third grade at a local public school. Kirby failed first grade and will likely fail again this year. Kirby’s reading is well below average, and he makes frequent mistakes in math. His writing skills are also poor. The school psychologist did not find evidence of a learning disability; however, psychological testing revealed below-average intelligence.

Kirby is frequently disruptive and inattentive during class. His teacher stated that Kirby’s parents “just don’t care.” She has tried to contact his mother by telephone, but she usually does not return her calls and rarely follows through with her suggestions for home tutoring. Kirby will likely be sent to a remedial “special ed” class next year if improvements are not made.

Socially, Kirby is awkward. He is larger and taller than his classmates. He is teased because of his size, his poor grades, and the frequent reprimands he receives from teachers. Classmates also make fun of Kirby because of his name, his old “Walmart clothes,” his poorly cut hair, and the fact that he always “smells like hot dogs”—due to his family’s wood burning stove.

Kirby has few friends in his class. After school, he often hangs around with older kids at the junior high school. Kirby has been caught smoking on a few occasions and teachers also suspect some alcohol use. He is also beginning to pick on younger children after school.

Kirby’s problems include poor academic skills, disruptive behavior at school, and rejection by peers. They can be explained using the three types of gene–environment correlation.

1 Kirby’s parents pass their genes on to him—genes that may have placed him at risk for low academic achievement. Furthermore, his parents also provide him with an early environment that is not conducive to good grades. They may not be able to afford high-quality schools and do not seem involved in his education. Consequently, Kirby struggles with reading and acts out in class.

2 Kirby’s poor academic skills and appearance evoke negative reactions in others. His teacher is frustrated with his antics, and his classmates dislike him.

3 Kirby is beginning to actively select surroundings that are conducive to his genes and emerging disruptive behaviors. Rejected by children his age, Kirby associates with older boys who introduce him to cigarettes and alcohol.

If you were Kirby’s therapist, how might you use the concept of gene–environment correlation to intervene and help Kirby establish a new developmental pathway?