1229 Test 6 Emotional Disorders Flashcards
Cormorbidities of Emotional Disorders
-Attention deficit hyperactivity disorder (ADHD)
-Juvinile-onset bipolar disorder
-Oppisitional Defiant disorder
-Conduct Disorders
Conduct or oppositional disorders
Epidemiology
- One if five children and adolescents in the United States has a major mental illness
- Two-thirds of all young people with mental health problems are not getting treatment
Attention Deficity Hyperactivity Disorder (ADHD)
- Inappropriate degree of attention, impulsiveness, and hyperactivity
- Attention problems and hyperactivity contribute to low frustration tolerance, temper outburst, labile moods, poor school performance, peer rejection, and low self-esteem
Juvenile-Onset Bipolar Disorder
- Mood disorders that include one or more manic episodes adn usually one or more depresive episodes.
- Bipolar I-at least one episode of mania alternating with major depression
- Bipolar II- hypomanic episodes alternatic with major depression
Oppositional Defiant Disorder
-A recurrent pattern of negativistic, disobedient, hostile, defiant behavior toward authority figures without going so far as to seriously violate the basic rights of others.
Conduct Disorders
-Characterized by a persistent pattern of behavior in which the rights of others are violated and age-appropriate societal norms or rules are disregarded
-It is one of the most frequently diagnosed disorders of childhood and adolescence.
There are 4 types of condunct disorders:
-Agression toward people and animals
-Property destruction
-Theft
-Serious violations of rules
Conduct or Oppositional Disorders
-A recurrent pattern of negativistic, disobedient, hostile, defiant behavior toward authority figures without going so far as to seriously violate the basic rights of others.
Risk Factors:
- Witnessed Violence
- Child who has a parent with depression(could have: anxiety disorder, conduct disorder, alcohol dependence)
- History of abuse/neglect are at risk for developing emotional, intellectual, social handicaps.
- History of abuse/stressful live events such as physical/sexual abuse/trauma can lead to: Increased incidence of accidental injuries, anxious children, depression, suicidal behaviors, insecure attachments, PTSD, conduct disorders, delinquency, impaired social/cognitive function. Can also lead to risk for dissociative identity disorder (DID)
Etiology
Biological Factors
Genetic:
- Autism, bipolar disorder, schizophrenia, attention deficit problems, mental retardation
- Direct genetic links- Tay-Sachs, Phenylketonuria, Fragile X.
- Brain Development and biochemical changes during childhood/adolescence:
1. Alterations in neurotransmitters can have a cause in depression, mania, and ADHD
2. Elevated testosterone levels have been studied and may hae a role in mediating responses to environmental stress
Etiology
Temperament:
- The style of behavior the child habitually uses to cope with the demands/expectations from the environment
- Thought to be genetically determined and may be modified by the parent-child relationsp
Etiology
-Resilience-formed by the relationship between the child’s constitutional endowment and environmental factors.
-Characteristics include:
Temperment that adapts to environmental change, ability to form nuturing relationships with other adults when the parent is not available, ability to distance self from emotional chaos of parenting/family, good social intelligence, ability to use problem solving skills.
Etiology
Environmental Factors
-abusive, rejecting, or overly controlling, the child of these parents may suffer detrimental effects at the developmental point at which the trauma occurs.
Etiology
Cultural considerations
- Culture shock and culture conflicts
- Assimilation issues put immigrant children at risk for mental and learning disorders
- Differences in cultural expectations, stresses, and support or lack of by the dominant culture have a profound effect on development and the risk of mental, emotional, and academic problems
Types of Assessment Data
Developmental Assessment
- Psychomotor Skills
- Language Skills
- Cognitive Skills
- Interpersonal and social skills
- Academic achievement
- Behavior
- Problem-solving and coping skills
- Energy level and motivation
Types of Assessment Data
Neurological Assessment
- Cerebral Functions
- Cerebellar Functions
- Sensory Functions
- Reflexes
- Functions can be observed during developmental assessment and while playing games involving a specific ability
Types of Assessment Data
Medical History
- Review of body systems
- Traumas, hospitalizations, operations, and child’s response
- Illness or injuries affecting central nervous system
- Medications (past and current)
- Allergies
Types of Assessment Data
Family History
- Illnesses in related family members:
- Seizures, mental disorders, mental retardation, hyperactivity, drug and alcohol abuse, diabetes, cancer.
- Background of family members:
- Occupation, education, social activities, religion
- Family relationship:
- Separation, divorce, deaths, contact with extended family, support system.
Types of Assessment Data
Mental Status Assessment
- General Appearance
- Activity level
- Coordination and motor function
- Affect
- Speech
- Manner of relating
- Intellectual functions
- Thought processes and content
- Characteristics of play
General Interventions
Family Therapy
- Critical to improving the function of a young person with a psychiatric illness
- Family counseling is a key component of treatment
- Specific goals are defined and outlined for each member
- Learn how other families solve problems nd build on strengths
- Develop insight and improve judgement about their own family
- Learn and practice new information
- Develop lasting and satisfying relationships with other families.
General Interventions
Group Therapy
- Takes the form of play for younger children
- Combines play and talking for grade school children
- Talking for older cildren and adolescents
General Interventions
Continued
Milieu Management:
-Goals: to provide physical and phychological security, promote growth and mastery of developmental task, and ameliorate phychiatric disorders
General Interventions
Therapeutic Factors
-Boundaries/limits
-Reduction in stressors
-Opportunities to express feelings without fear of rejection/retaliation
-Emotional support/comfort
-Help with reality testing
-Support for weak ego functions
-Interventions in impulsive/agressive behaviors
-Opportunities for learning/testing new adaptive behaviors
-Consistent constructive feedback
-Reinforcement of positive behaviors
Development of sel-esteem
-Corrective emotional experiences
-Healthy role model identification
-Opportunityes to be spontaneous/creative
-Positive identity formation