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ATI Mental Health > 28 Mental Health Issues of Children + Adolescence > Flashcards

28 Mental Health Issues of Children + Adolescence Flashcards

1
Q

When does behavior of kids become problematic?

A

interferes w

  • school
  • home
  • interactions w peers
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2
Q

Disorders that can appear in childhood/adolescence

A
  • depressive disorder
  • anxiety disorder
  • trauma+stressor related disorder
  • substance use disorder
  • feeding/eating disorders
  • disruptive, impulse control, + conduct disorder
  • neurodevelopmental disorder
  • bipolar + related disorder
  • schizo-spectrum + other psychotic disorder
  • nonsuicidal self-injury + suicidal behavior disorder
  • impulse control disorder
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3
Q

types of neurodevelopmental disorders

A
  • ADHD
  • autism spectrum
  • intellectual developmental disorder
  • specific learning disorder
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4
Q

suicide is the leading cause of death for youth between the ages…

A

10-24 y.o.

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5
Q

why is diagnosis of children difficult?

A
  • lack of language skills, cognitive/emo development to describe what is happening
  • wide variation of “normal” behaviors
  • difficult to determine if a child’s behavior indicates an emo problem which can delay diagnosis + intervention
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6
Q

characteristics of good mental health

A
  • ability to interprey reality
  • pos self concept
  • able to cope w stress + anxiety in age approp way
  • mastery of developmental task
  • able to express oneself spontaneously + creatively
  • able to dvlp + maintain satisfying relationships
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7
Q

etiology/general risk factors

A
  • genetic/chromosomal
  • biochemical
  • social+environmental
  • cultural + ethnic
  • resiliency
  • witness/experience traumatic event
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8
Q

depressive disorder

risk factors

A
  • fam hx
  • phys/sex abuse/neglect
  • homeless
  • dispute w peers, fam
  • bullying (as aggressor or victim)
  • engage in high risk behave
  • learning disabilities
  • chronic illness
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9
Q

depressive disorder

expected findings

A
  • temper tantrums
  • loss of appetite
  • nonspecific complaints r/t health
  • engage in solitary play/work
  • chng in wt/sleep
  • poor school performance
  • suicidal
  • high risk
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10
Q

anxiety/trauma/stressor disorder

expected findings

A
  • anxiety/level of stress interferes w normal growth + dvlpt

- unable to function normally at home, school, in other areas of life

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11
Q

separation anxiety

A

excessive anxiety when separated fr home/parents that is developmentally inappropriate
-can develop after a specific stressor (death of loved one, pet, move, or assault)

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12
Q

separation anxiety can develop into…

A
  • school phobia
  • phobia of being left alone
  • depression
  • panic disorder
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13
Q

PTSD

A
  • precipitated by experiencing, witnessing, or learning of a traumatic event
  • exhibit psychosocial indication of anxiety, depression, phobia, or conversion rxn
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14
Q

anxiety resulting fr PTSD

A
  • displayed externally
  • irritability, aggressin w family friends
  • poor academic performance
  • somatic report
  • belief that life will be short
  • difficulty sleeping
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15
Q

small children w PTSD

A

-decr in play or engage in play that involves aspect of traumatic event

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16
Q

disruptive, impulse control, + conduct disorder

expected findings

A
  • behavioral problems usually occur in school, home, social settings
  • comorbid disorders can be present (ADHD, dprssn, anxiety, substance use disorder)
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17
Q

disruptive, impulse control, + conduct disorder manifestations worsen in…

A
  • situations that require sustained attention (classroom)

- unstructured group situation (playground)

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18
Q

oppositional defiant disorder is characterized by a recurrent pattern of the following antisocial behaviors

A
  • negativity
  • disobedience
  • hostility
  • defiant behaviors (esp toward authority)
  • stubbornness
  • argumentativeness
  • limit testing
  • unwillingness to compromise
  • refusal to accept responsibility for misbehavior
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19
Q

oppositional defiant disorder

A
  • misbehavior usually demonstrated at home + directed towards person best known
  • do not see themselves as defiant
  • —view their behavior as a response to UNresonable demands
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20
Q

oppositional defiant disorder can exhibit

A
  • low self esteem
  • mood lability
  • low frustration threshold
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21
Q

oppositional defiant disorder can develop into…

A

conduct disorder

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22
Q

disruptive mood dysregulation disorder

A

recurrent temper outbursts that are severe + do not correlate w situation

  • temper outburst are manifested verbally/physically, can incl aggression
  • temper outburst are not approp for client’s dvlptl level
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23
Q

in disruptive mood dysregulation disorder, the temper outbursts is…

A

angry + irritable

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24
Q

in disruptive mood dysregulation disorder, temper outbursts are present ___ per week observable by others in at least ___ settings

A

3 or more times; 2

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25
Q

disruptive mood dysregulation disorder

onset

A

6-18 y.o.

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26
Q

make sure disruptive mood dysregulation disorder manifestations are not due to…

A

another mental disorder like bipolar

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27
Q

intermittent explosive behavior is a type of ______ disorder

A

impulse control disorder

28
Q

intermittent explosive behavior

A

recurrent episodic violent + aggressive behavior w the possibility of hurting people, property, or animals
-incl verbal + physical aggression

29
Q

intermittent explosive behavior

age + sex

A
  • diagnosed as early as 6
  • typically diagnosed bw 13-21 y.o.
  • more males
30
Q

intermittent explosive behavior is characterized by ______ followed by ______

A

aggressive overreaction to norm events;

feelings of shame + regret

31
Q

intermittent explosive behavior

effects on ADL

A
  • prevents ability to have healthy relations
  • hard to keep employment
  • can lead to dvlpt of chronic disease [HTN, DM]
32
Q

conduct disorder

A

persistent pattern that violates the rights of others or rules + norms of society

33
Q

conduct disorder categories

A
  • aggresion to ppl/anmls
  • destructn of property
  • deceitfulness
  • theft
  • serious violations of rules
34
Q

intermittent explosive behavior

onset + sex

A

childhood onset: dvlps before age 10
adolescent onset: after age 10
males more prevalent

35
Q

intermittent explosive behavior

contributing factors

A
  • parental rejection/neglect
  • difficult infant temperament
  • inconsistent child rearing practice + harsh discipline
  • phys/sex abuse
  • lack of supervision
  • early institutionalztn
  • frequent change of caregivrs
  • large fam size
  • assoc w delinquent peer groups
  • parent w a hx of psych illness
  • chaotic home life
  • lack of male role model
36
Q

intermittent explosive behavior

manifestations

A
  • lack of remorse/care for feelings of others
  • bullies, threatens + intimidates others
  • believes aggression is justified
  • low self esteem, irritability, temper outburst, reckless behavior
  • can demonstrate suicidal ideation
  • concurrent learning disorders or impairments in cognitive functioning
  • demonstrates phys cruelty to others/animals
  • has used a weapon that could cause serious injuries
  • destroys property of others
  • has ran away fr home
  • often lies, shoplifts, + is truant fr school
37
Q

attention deficit hyperactivity disorder

A

inability of a person to control behaviors requiring sustained attention
-inattentive impulsive behavior can put child at risk

38
Q

ADHD characteristics

A
  • inattention
  • hyperactivity
  • impulsivity
39
Q

inattention

A

difficulty in paying attention, listening, focusing

40
Q

hyperactivity

A

fidgeting,

  • inability to stay still,
  • running + climbing inappropriately
  • difficulty w playing quietly
  • talking excessively
41
Q

impulsivity

A
  • difficulty waiting for turns
  • constantly interrupting others
  • acting wo consideration of consequence
42
Q

how to diagnose ADHD

A
  • behaviors must be present prior to age 12
  • must be present in more than 1 setting
  • received neg attention fr adults + peers
43
Q

types of ADHD

A

ADHD predominant inattentive
ADHD predominant hyperactive-impulsive
combined type: both inattentive, hyperactive-impulsive

44
Q

Autism Spectrum Disorder

A

complex neurodevelopmental disorder thought to be of genetic origin

  • wide spectrum of behaviors affecting ability to communicate + interact w others
  • cognitive + language devlpt are delayed
45
Q

Autism Spectrum Disorder

characteristic of behavior

A
  • inability to maintain eye contact
  • repetitive actions
  • strict observance of routines
  • *wide variability in functions**
  • fr poor (unable to perform self care, unable to communicate or relate to others) to high (able to function near norm levels)
46
Q

Autism Spectrum Disorder

age + sex

A

early childhood;

males>females

47
Q

Autism Spectrum Disorder

physical difficulties

A
  • sleep disorders
  • digestive disorders
  • sensory integration dysfunction
  • feeding disorder
  • epilepsy
  • allergies
48
Q

intellectual developmental disorder

A

onset deficits + impairment during developmental period of infancy or childhood

  • has intellectual deficits like reasoning, abstract thinking, academic learning, learning fr prior experience
  • unable to maintain personal independence + social responsibility
  • deficit range fr mild to severe
49
Q

specific learning disorder

A

demonstrates persistent difficulty in acquiring reading, writing, or math skills
-performance in 1 or more academic areas is significantly lower than expected range for their age, lvl of intelligence, or educational level

50
Q

those who have specific learning disorder could benefit from…

A

an individualized education program [IEP]

51
Q

obtain a complete nursing hx to include in the following

A
  • mom’s pregnancy + birth hx
  • sleep, eat, elimination pattrn
  • attachnt behavior
  • recent wt loss/gain
  • achvmnt/dvlpntl milestones
  • peer/fam reltnshp
  • school performance
  • hx of emo, phys, sex abuse
  • parental perception/tolerance of kid’s behavr
  • fam hx incl membr of househld
  • substance use
  • safety at home/school
  • risk for self injury
  • availability of weapons at home
52
Q

primary prevention (education, peer group disscussn, mentoring) to prevent risky behavior/promote healthy coping

A
  • adopt realistic view of their bodies
  • promote self esteem
  • gun/weapon control strategies
  • use of seatbelts
  • use of protective gear
  • sex educatn + contraceptives
  • abstinence
53
Q

intervene for clients who have engaged in…

A

HIGH RISK BEHAVIORS

54
Q

anxiety disorder - interventions

A
  • provide emo support that is accepting of regression + other defense mechanism
  • offer protection during panic levels by providing for their needs
  • implement methods to incr client self esteem + feelings of achievement
55
Q

trauma + stressor related disorders - interventions

A
  • provide assistance w working thru traumatic even or loss TO REACH ACCEPTANCE
  • encourage group therapy
56
Q

interventions for disruptive, impulse control, conduct disorders, + ADHD

A
  • calm, firm, respectfl apporach
  • modeling
  • get attention before giving directions
  • short + clear explanatn
  • clear limits on unacceptable behaviors + BE CONSISTENT
  • plan phys activities thru which kid can use energy + obtain success
  • develop reward systm usin methods like wall chart/tokens
  • focus on strengths not just problems
  • support parent’s hopefulness
  • specific pos feedback when expectatns are met
  • ID issues that result in power struggles
  • develop coping mechanism
57
Q

autistic - interventions

A
  • structured environment
  • consistent, individualzd care
  • encourage parents to participate in tx + care
  • short, concise, developmentally approp communicaiton
  • ID desired behavrs + reward them
  • role model social skills
  • role play situations that involve conflict + conflict resolutn strategies
  • encourage verbal communctn
  • limit self stimulating + ritualistic behaviros by providing alternative play activities
  • determine emo + situatnl triggers
  • give plenty of notice before changing routines
  • carefully monitor behavior ot ensure safety
58
Q

referrals for autistic

A
  • -physical
  • -occupational
  • -speech
  • great for early intervention
59
Q

ADHD meds

A

PSYCH STIM: methylphenidate + amphetamine salts

NONSTIM SNRI: atomoxetine

60
Q

AUTISM meds

A

SSRI

ANTIPSYCHOTIC: risperidone, olanzapine, quetapine, aripiprazole

61
Q

Intermittent Explosive Disorder meds

A

SSRI: fluoxetine
MOOD STABLZR: lithium
ANTIPSYCHOTIC: clozapine + haloperidol
B-BLOCKERS

62
Q

Oppositional Defiant Disorder meds

A

none

63
Q

Conduct Disorder meds

A 
usually prescribed to  target specific behavioral problems:
2+3rd gen ANTIPSYCHOTICS
TCA
ANTIANXIETY
MOOD STABLZR
64
Q

Anxiety meds

A

**no FDA approved antianxiety for kids

SSRI may be prescribed

65
Q

PTSD meds

A

meds prescribed are to target specific problems assoc w disorder (like dprssn or ADHD)

66
Q

Disruptive Mood Dysregulation Disorder meds

A

antidepressant therapy

ATI Mental Health (22 decks)

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