A.
Encouraging them to force themselves into social situations.
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B.
Cognitive Behavioral Therapy (CBT) focusing on social skills and challenging anxious thoughts.
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C.
Ignoring the anxiety, as it will pass.
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D.
Prescribing strong sedatives for daily use.
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A.
A healthy preference for independence.
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B.
Disruptions in attachment formation and social-emotional development.
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C.
High intellectual potential.
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D.
Normal early childhood shyness.
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A.
Inattentive symptoms of ADHD.
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B.
Hyperactive-impulsive symptoms of ADHD.
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C.
Symptoms of Oppositional Defiant Disorder.
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D.
Symptoms of Specific Learning Disability.
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A.
Piaget's Cognitive Theory.
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B.
Erikson's Psychosocial Theory.
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C.
Vygotsky's Sociocultural Theory.
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D.
Bowlby's Attachment Theory.
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A.
These symptoms are purely psychological and should be ignored.
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B.
Hormonal changes are impacting physical and emotional well-being, requiring a comprehensive medical and psychological approach.
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C.
Only medication can help.
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D.
Only lifestyle changes can help.
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A.
Wait for them to walk by age 3.
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B.
Seek a developmental pediatrician or physical therapy evaluation.
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C.
Encourage more crawling to strengthen legs.
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A.
Anxiolytics should be used as a primary long-term solution.
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B.
The risk of dependence, withdrawal, and the need for concomitant psychotherapy.
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C.
Adolescents are immune to medication side effects.
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D.
Medication alone is sufficient for anxiety.
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A.
Focus solely on early academic drills (reading, math).
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B.
Foster social-emotional skills, independence, curiosity, and language development.
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C.
Send them to an elite preschool as early as possible.
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D.
Avoid any structured learning before age 7.
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A.
Generativity vs. Stagnation.
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B.
Ego Integrity vs. Despair.
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C.
Intimacy vs. Isolation.
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D.
Identity vs. Role Confusion.
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