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Adolesc And yA Final Flashcards

0
Q

What makes SUDS use different in adolescent and YA?

A

Higher rates of natural recovery. Greater experimentation risky practices.

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1
Q

What are the most at risk group for substance abuse?

A

Higher for persons under age 25 relative to other cohorts.

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2
Q

What are the general pattern of cig, alcohol, flavored drinks, marajuana, illicit drugs trend in use?

A

Decrease 12-13 cigarettes and etoh bev. Same alcohol and most illicit drugs. Increase marajuana

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3
Q

What is requirement for suds use disorder

A

Maladaptive pattern of SUDS use leading to clinical significant impairments or distress. 2 sXS past year of a variety of clusters: - impaired control; -social impairment, risky use, pharmacological criteria.

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4
Q

What is the college prevelence of alcohol, marijuana, and illicit drugs?

A

Alcohol in past year 81%, marijuana in the past year 32%, other illicit drug in the past year 12%

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5
Q

What does the dsm 5 mean by impaired control and social impairment?

A

Impaired control: use in larger amounts intended, problem cutting down, time spent obtaining and or recovering. Craving. Social Impairment- recurrent failure to fulfill major role obligations. Continued use despite interpersonal problems. Important activities are given up.

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6
Q

What does the dsm mean by risky use and pharmacological criteria?

A

Risky use: recurrent use in physically hazardous situations. Continued use despite physical or psychological problems. Pharmacological: tolerance (need more for same effect) withdrawal: can include agonist substitution.

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7
Q

Prevelence of problematic suds use in adolescents? College students rate of alcohol and dependence?

A

8% of adolescents meet criteria for some substance abuse or dependency. 31% meet criteria for alcohol abuse and 6% dependence.

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8
Q

Why are their problems diagnosing adolescents and young adults?

A

Developmental insensitivity. Over identification. Maturing out. Different patterns.

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9
Q

For developmental insensitivity issues what Alternative criteria (four) were posited by Wagner and Austin (2006)?

A

Breaking curfew. Lying to parents. Showing reduction in grades. Engaging in truancy

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10
Q

What criteria (three) are overidentified in younger cohorts compared to adults?

A

Tolerance. Time spent obtaining substances

(ADOLS and YA takes more time to trying to obtain drink.. ) Substance use in hazardous situations.

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11
Q

Adolescents use alcohol and drugs differently from adults (three examples)?

A

1.Greater incidence of binge drinking; lower incidence of daily drinking. 2.Engage in more polyp harming E.g. Drink and pot. 3.More likely to show comorbid behavior problems, including disruptive and antisocial behaviors

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12
Q

What is alcohol abuse highest comorbidity (4) with?

A

Polydrug use/abuse. Conduct and ODD, ADHD

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13
Q

What are methods of Classifying “Problem” Use in these Cohorts (3)?

A

Use DSM-V criteria.Classify based on frequency of use-> Daily = problematic. Use a high risk practice->Most common = “binge”

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14
Q

Discuss the three forms of BAC levels? and their sxs?

A

At moderate doses (.08 > BAC > .20). Moderate to high (.20 > BAC >.30). Extreme
(BAC >.35 or so)

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15
Q

Discuss sxs associated the three forms of BAC levels?

A

At moderate doses (Disinhibition, Coordination,
Slurred speech). Moderate to high (Vomiting,
Blackouts). Extreme (Suppression of medullary function, Death)

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16
Q

Secular Trends in Binge Drinking (Hingson & White, 2014)?

A

Decline in 12th grade drinking since 1982. Trends of binge drinking then that dips and more drug taking.

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17
Q

Dsicribe the other “binge” definitions: Gender-variant, NIH definition, and Extreme Binge?

A

Gender-variant : 5+ drinks for men/ 4+ drinks for women on at least one occasion in past 2 weeks.
NIH definition: 5+ drinks for men/ 4+ drinks for women over the course of two hours on at least one occasion in past 2 weeks leading to BAC level of .08+
Extreme Binge: 12+ drinks over 2 hours on at least one occasion in past 2 weeks

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18
Q

What are high risk drinking styles (3 explanations)?

A

Increased levels of alcohol-related problems to the individual or college community. Can be a pattern that students enter into (e.g., pregaming) or can be some behavior that they do that involves drinking. Refers to the way the student drinks, rather than the pure quantity alone.

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19
Q

What is the prevalence of pregaming?

A

Early work indicated that pregaming was common. Common in high school, but appears to ramp up in during transition to college and immediately upon college entry.

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20
Q

What are possible risk factors (four) related to pregamming?

A

Younger age (i.e., under 21). Typical quantity and HED status. Social norms of pre game frequency. Pregaming in HS

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21
Q

Consequences of pregamming?

A

Significantly more problems for pregamers than nonpregamers. Also related to adverse judicial events.

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22
Q

Chugging, Keg stands and Beer bongs are categorized under what term?

A

Extreme Consumption Games

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23
Q

What three models did Sher (1991) propose to explain adolescent onset substance abuse?

A

Enhanced Reinforcement Pathway. Negative Affect Pathway. Deviance Prone Pathway.

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24
Q

Sher (1991) Enhancement Reinforcement Pathway?

A
  1. Genetic diathesis to substance use. 2. Sensitivity to substance’s effects. 3. Positive expectancies for substance use. 4. Substance use problem.
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25
Q

Evidence Supporting Sher (1991) Enhancement Reinforcement Pathway?

A
  1. Parental family history of SUD increases likelihood of teen having substance problem 2x to 9x 2. Boys of alcoholic fathers had less sensitivity to effects of alcohol than FH- boys e.g. less static ataxia. 3. FH+ teens have greater positive alcohol expectancies than FH- teens, even before onset of alcohol initiation
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26
Q

Sher (1991) Negative Affect Pathway?

A

Idea that teen develops SUD in response to stress and negative affect. (Lacks empirical support overall). Life stresses and daily hassles->Substance use reduces distress
-> Substance use problem

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27
Q

Sher (1991) Deviance Prone Pathway?

A

1.Adolescent substance use is part of much larger problem with general antisocial behavior. E.g. truency, stealing. 2.Poses that causes of substance use are similar to causes of other disruptive behaviors

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28
Q

Sher (1991) Deviance Prone Pathway’s other disruptive behaviors (4)?

A

1.Early problems with neurobehavioral disinhibition e.g.Behavioral undercontrol, emotional reactivity and deficits in executive function 2.Cognitive and academic delays 3.Peer rejection, 4.Low parental monitoring

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29
Q

Protective Factors for SUDS use?

A

1.Good parental monitoring of child’s daily activities. Protective regardless of academic and peer status. 2. Parents sensitive and response to children and who use discipline in a consistent, non-coercive manner

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30
Q

Course of Substance Use over developmental time?

A

Majority of adolescents initiate alcohol use prior to high school graduation (earlier the greater risk).

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31
Q

What is Notion that individuals transition from “lighter” drugs to “heavier drugs”?

A

Gateway Drug Hypothesis: Identified a pattern for how problematic use can progress as a function of type of drug. no use->cig-> alcohol..

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32
Q

What was Gateway Theory Contributions (2) and Limitations (2)?

A

Gave framework for how individuals progressed to different substances. Gave explanation for hard drug use. BUT Decline in tobacco popularity makes gateway from cigarettes to alcohol less likely in today’s culture. Other models have emerged recently.

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33
Q

Prevalence of Substance Use in Emerging Adulthood?

A

Rates of use for all substances are highest in the 18-25 age range. Young adulthood corresponds to the ages for “traditional” college students.

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34
Q

Risk factors: Binge drinking rates are higher for students who are (5)?

A

Male; Caucasian; Under age 24; In a fraternity or sorority and Athletes (off season)

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35
Q

School type risk factors (6)?

A

Higher for schools in rural areas, Co-ed, Have high population of resident students, Located in Northeast or North Central US. weather and Highly competitive schools

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36
Q

STandard way to assess Problematic Use?

A

Binge drinking has often been convention in assessing whether student has problem. Binge drinking associated with greater number of problems compared to students who drink but do not binge.

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37
Q

What method and conclusion did Dr. Hass’s dissertation on drinking styles come to?

A

Surveyed students on drinking practices, consequences and beliefs in spring 2000.
Quantity alone is an insufficient metric for predicting problematic drinking in college students
Styles with rapid consumption and pro-intoxication beliefs identified
Style and beliefs are equally, if not more important, in predicting problematic use

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38
Q

What were the findings of the pre-college Pregaming (Haas, Smith, Kagan & Jacob, 2012)

A

Prevalence rate was 65% with most students pregaming on less than 50% of occasions, and attaining a BAC of .07. Pregaming predicted an additional 7% variance in predicting problems above-and-beyond quantity. Gender, ethnicity and Greek status were NOT moderators in relationship between pregaming and alcohol-related problems

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39
Q

In the pre-college Pregaming what was there over time patterns of Pregaming Trajectories (Haas, Smith & Kagan, 2013)?

A

Almost 70% of drinkers reported an increase in pregaming frequency during the first 8 weeks of school. Quantity per occasion also rose dramatically over time (baseline entering freshman to fall).

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40
Q

Please describe Sher’s deviance prone pathway?

A

Genetic diathesis to substance use-> (Behavioral Undercontrol, Emotional Reactivity, Executive Functioning Deficits)-> (Disruptive Behavior Problems, Academic and School-Related Problems
)-> Peer Rejection and Association with Deviant Peers-> Substance Use Problem

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41
Q

What are the assumptions of the deviance prone pathway hypothesis?

A

Substance use is one behavioral manifestation of deviance. Other forms of deviant behavior exist and have common etiologies
Behavioral undercontrol Emotional reactivity
Executive deficits

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42
Q

What is problem behavior theory and what are its three systems?

A

Initial model described alcohol abuse in minority communities (B4 deviance prone). Psychosocial model of behavioral outcomes as a function of 3 systems:
personality (e.g. personal value), perceived environment(family and peer expectations), behavior system (problem and conventional behavioral structures and that work in opposition to each other)

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43
Q

Origins of problem behavior theory?

A

Social-psychological conceptual framework . Fundamental premise of theory reflects field perspective: All behavior is the result of person-environment interaction

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44
Q

What is a definition of problem behavior?

A

Problem behavior is behavior that is socially defined as a problem, as a source of concern, or as undesirable by the social and/or legal norms of conventional society and its institutions of authority. Usually elicits some form of social control response. Minimal = statement of disapproval. Extreme = incarceration

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46
Q

How do instigators or controls have an impact on Problem Behavior Theory?

A

Each system composed of variables that serve either as instigators or controls against involvement in problem behavior. <risk and protective factors. Balance between instigations and controls determine the degree of proneness for problem behavior within each system
Overall level of proneness for problem behavior, across all three systems (Personality, perceive environment and bx system), reflects the degree of psychosocial conventionality unconventionality characterizing each adolescent

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47
Q

What is the definition of Perceived Environment System and an example in Problem Behavior Theory?

A

Variables distinguished by conceptual closeness to problem behavior. Proximal variables directly implicate a particular behavior (e.g., peer models) Distal variables:
more remote in the causal chain, requiring theoretical linkage to behavior (e.g., parental support. Examples: Low parental disapproval for delinquent acts. Low compatibility between parent & peer expectations.

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48
Q

What is the definition of Personality System and an example in Problem Behavior Theory?

A

Include patterned and interrelated set of relatively enduring, sociocognitive variables—values, expectations, beliefs, attitudes, and orientations toward self and society—that reflect social learning and developmental experience. Problem behavior proneness includes: lower value on academic achievement, higher value on independence & greater social criticism, higher alienation,

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49
Q

What is the definition of Behavioral System in Problem Behavior Theory?

A

Includes both problem behaviors (includes high involvement in other problem behaviors and low involvement in conventional behaviors) and conventional behavior (Behaviors that are socially approved, normatively expected, and codified and institutionalized as appropriate for adolescents). Involvement in any one problem behavior increases the likelihood of involvement in other problem behaviors

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50
Q

What is the two forms of Behavioral System and examples in Problem Behavior Theory?

A

Problem behaviors include: Substance use, general deviant behavior (delinquent behaviors and norm-violative acts), risky driving. Behaviors that are socially approved, normatively expected, and codified and institutionalized as appropriate for adolescents
Examples: church attendance, and involvement with academic course work and achievement

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51
Q

What are protective factors and their function (four)?

A

Theoretical role of protective factors is to decrease the likelihood of engaging in problem behavior.1.Provide models for positive, prosocial behavior (e.g., peer models for school achievement)2.Give personal and social controls against problem behavior (e.g., attitudinal intolerance of deviance, or predictable parental sanctions)3.Support prosocial commitment (e.g., parental interest in and support of school activities).4.Play an additional, indirect role as well

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52
Q

What are protective factors and their outcomes (three)?

A

Theoretical role of risk factors is to increase the likelihood of engaging in problem behavior
Provide models for problem behavior (e.g., peer models for alcohol use), Increased opportunity (greater availability of marijuana and other illicit drugs), Personal and contextual vulnerability for its occurrence (e.g., limited perceived chances for success in life, or peer pressure to use drugs)

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53
Q

What is a Behavioral Addiction?

A

Any activity, substance, object, or behavior that becomes the major focus of a person’s life, during which they withdraw from other activities. Often other signs of having an addiction either physically, mentally, or socially. Includes a compulsion to repeatedly engage in an action until said action causes serious negative consequences to the person’s physical, mental, social, and/or financial well-being

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54
Q

What category of addiction is Behavioral Addiction and prevalence?

A

This has also been referred to as “soft addictions” and one researcher (Nadine Kaslow) estimates that as many as 90% of Americans have some form of it in their lives

55
Q

Proposed Mechanisms of Action in Behavioral Addiction?

A

Recent research has shown similarities between neural mechanisms of reward for drugs and some of the behavioral addictions
e.g study fromthat compulsive overeaters get D2 receptor overactivation activation when eating that may contribute to obesity

56
Q

Name the five Internet Addiction Typologies?

A

Cybersexual addiction: Compulsive use of adult websites for cybersex and cyberporn. Cyber-relationship addiction: Over-involvement in online relationships. Net compulsions: Obsessive online gambling, shopping, etc.
Information overload: Compulsive web surfing or database searches. Computer addiction: Obsessive computer game playing (e.g. Doom, Myst, Solitaire, Minecraft, etc.)

57
Q

What did the University of Maryland Internet Addiction and College Students look at?

A

students from counseling center to see if rates of certain symptoms were higher for students who reported internet issues. Looked at internet addiction using a single item measuring Pathological Internet Use (PIU: Young). PIU = clients responding “Terribly” or “Poorly” to “How have you been getting along in the following areas of your life over the last two week

58
Q

What did the University of Maryland Internet Addiction and College Students find?

A

symptoms were higher for students who reported internet issues

59
Q

What is the general prevalence in children and what is the attraction of gaming: Gaming Addiction ?

A

Studies have shown gaming increases arousal. Early adolescent studies indicate that gaming addiction may exist and that 5-7% of children play games for over 30 hours a week.

60
Q

Behavioral Symptoms of Gaming Addiction (8)?

A

Stealing money to buy new. Truanting from school/college or sacrificing work to play. Not doing academic work/getting poor grades. Sacrificing social activities to play games. Irritable and annoyed if unable to play. Playing longer than intended. Increased social anxiety. Decreased interpersonal. Sleep difficulties

61
Q

Physical Symptoms of Gaming Addiction (7)?

A

Photosensitive epilepsy. Auditory hallucinations
Enuresis and encopresis. Skin, joint and muscle problems, blisters, calluses, hand and finger numbness . Wrist, neck and elbow pain . RSI (“Nintendonitis”). Obesity.

62
Q

How does Kuss & Griffiths (2010) lit review conclude gaming addiction develops in an individual, its prevalence and definition ?

A

Argued that gaming addiction follows a continuum. Antecedents in etiology and risk factors, through to the development f a “full-blown” addiction. Terminologies and assessment of addiction was variable (e.g., problem video game playing, problematic online game use).Excessive (problematic) engagement found in approx 8-12% of young persons.

63
Q

what are examples of personality traits that Gaming addiction is associated with?

A

Introversion, sensation-seeking, neuroticism, state/trait anxiety, low emotional intelligence, social inhibition

64
Q

What are the number and general types of video games defined by Griffiths (1997)?

A

9 different types of games: Sport Simulations

Racers Adventures Puzzlers.Weird Games . Platformers. Platform blasters. Beat ‘Em Ups . Shoot ‘Em Ups

65
Q

Name the five Structural Characteristics of Games?

A

1.Social Features: Social utility features; Social formation/institutional features; Leader board features; Support network features. 2.Manipulation and Control Features: User input features; Save features; Player management features; 3.Narrative and Identity Features: Avatar creation features; Storytelling device features; Theme and genre features 4.Reward and Punishment Features: General reward type features; Meta-game reward features; 5. Presentation Features: Graphics and sound features; Franchise features

66
Q

Explain the relationship between Characteristics and Pathology in gaming addiction?

A

Characteristics of game were stronger predictors of problem use than age, gender, time spent gaming

67
Q

PRovide characteristics related to pathology four?

A

Problem gamers reported significantly more enjoyment in games that had following characteristics: adult content in video games,
earning points, getting 100% in the game ,
mastering the game

68
Q

Provide examples of treatment options for gamers?

A

Gaming addiction clinics. Online support forums. On-Line Gamers Anonymous. Various CBT treatments. Multi-modal treatment (CBT, Skills training, Interpersonal Therapy)

69
Q

Magnitude of gaming addiction in China

A

One study estimated that one of every seven young internet users is “addicted”

70
Q

What is the definition of “addicted” in gaming?

A

Defined as “person whoseschool grades, career or interpersonal relationships are affected by overuse of the internet.”Must meet one of the three requirements:He or she always wants to use the internet, Feels annoyed or depressed if denied internet use. Feels happier in the cyber world than in the real one

71
Q

What is the average amount of hours internet addics spend gaming in china and treatment offered?

A

China Internet addicts spend roughly 6.13 hours online each day. China has set up “camps” to help “cure” young individuals of addiction. Other options = nature immersion, forced climbing

72
Q

What are the percentage of onset for adult, adolescent and childhood schizophrenia?

A

Adult onset most common (onset >18 years)

Average onset for men = 20-24 years; women =25-29 years), Adolescent onset (ages 13-17 years), Child onset (1% rare

73
Q

What is the usual clinical course of schizophrenia?

A

premorbid->prodromal->onset/progression->chronic/residual

74
Q

What occurs in premorbid stage (3) and how long does it last in schizophrenia?

A

Lasts from gestation to first signs of illness. May look asymptomatic but: deficits in motor skills (sitting up, standing, walking) , social emotional functioning in infancy/early childhood, and Delays in expressive language,

75
Q

What occurs in Prodromal stage (5) and when does it usually begin in schizophrenia?

A

Stage most likely to happen in adolescence (2-6 yrs before first break). deterioration in functioning:Significant problems with attention/concentration, Restlessness,
Difficulty completing tasks and grades decline, appear “moody” and withdrawn, Appearance and hygiene neglected

76
Q

What are the Two phases in emergence of Prodromal Symptoms in schizophrenia?

A

Pre-psychotic-negative sxs (e.g. Depression, anxiety, restlessness, concentration issues) and Sub-psychotic (BLIPS-Brief Limited Intermittent Psychotic Symptoms and Attenuated Symptoms)

77
Q

What is a key aspect of Prodromal stage?

A

Social Deterioration. is no social deterioration it is questionable whether the prodrome is present. Decay” not “drift” - social deterioration follows symptoms

78
Q

What are BLIPS in at risk mental states?

A

Brief Limited Intermittent Psychotic Symptoms (BLIPS): Of psychotic intensity but limited duration

79
Q

What is Attenuated Psychosis Syndrome (APS)? And why did it discontinue?

A

Considered variant “Psychosis Risk Syndrome” as addition to DSM-V. Meant to identify youth in prodromal phase.Removed because available data could not reliably predict prodromal patients who later went on to have first breaks from those who had no break
Some individuals with frank psychotic symptoms also had no prodromal symptoms

80
Q

What are the symptoms and duration requirement of Attenuated Psychosis Syndrome (APS)?

A

Delusions or delusional ideas. Hallucinations or perceptual abnormalities. Disorganized speech or communication.Features must be present at least 1x/week for at least a month and worsened in past year. Must be distressful and cause someone to seek professional help.

81
Q

How long and percentage does Attenuated Psychosis Syndrome (APS) move into psychotic and percentage move to some form of scz?

A

APS can be reliably diagnosed and is associated with later psychosis (APA, 2013)
18% of individuals with APS develop psychosis within 6 months.22% within 12 months.29% within 24 months.36% within 36 months. 76% of pts with APS go on to develop schizophrenia; remainder show mood disorders with psychotic features

82
Q

What does the development of psychosis tell us?

A

Earlier intervention states if we start here this will give more information

83
Q

What are the prevalence rates of MDD in adolescents and what gender the most?

A

Rates higher for girls than boys (2:1 or 3:1 ratios, depending upon study). National studies indicate that as man as 3-7% of adolescents meet criteria for MDD at any given time. About 20% of individuals meet criteria for MDD at some point in adolescence.

84
Q

What is the distinction between depressed mood and MDD?

A

Depressed mood: Very common among teens and EA; Enduring pattern of sadness w/o sx
MDD: Enduring sadness with sx; Much less common than mood sx alone

85
Q

In the gender MDD is more common, what characteristics tend to be greater?

A

Greater # of symptoms. More severe symptoms. Greater likelihood of self-harm.
Longer interval for first depressive episode than boys.

86
Q

What is a theory for gender disparity in MDD?

A

Sequelae from body image issues. May be attributable to girls’ responses to physical changes in puberty. May be related to adoption of feminine gender role traits.

87
Q

What is the Keenan and Hipwell Model (2005)?

A

Theoretical model explaining higher prevalence for adolescent girls

88
Q

What are the 3 personality traits associated with the Keenan and Hipwell Model (2005)?

A

1.Excessive empathy, 2. Excessive compliance, 3.Problems with emotion regulation

89
Q

What is excessive empathy associated with the Keenan and Hipwell Model (2005)?

A

Unusually sensitive to well-being of others and assume unwarranted responsibility for others’ negative emotions Try to solve other’s problems and experience excessive guilt and hopelessness when unsuccessful

90
Q

What is Excessive compliance associated with the Keenan and Hipwell Model (2005)?

A

Strong need to meet others’ needs and gain other’s approval. Done at expense of own well-being and autonomy in order to please others
Contributes to low self-esteem and depression
Can lead to depression via 2 means. When girl complies with another’s request in situations when noncompliance is more appropriate
When girl repeatedly remains passive in interpersonal situations to meet social expectations of others

91
Q

What is Problems with emotion regulation associated with the Keenan and Hipwell Model (2005)?

A

Difficulty modifying and altering negative mood
Some girls have limited coping strategies for dealing with negative mood. When ineffective, they become distressed and overwhelmed. Rather than display negative emotions in open and adaptive ways, girls hide them and develop mood problems

92
Q

Four distinct patterns of mood functioning have been identified through Adolescents & EA (Brendgen et al., 2005)?

A

Constantly high (10%), increasing (10%), const mod (30%), consistently low (50%).

93
Q

What are symptoms associated with mood functioning have been identified through Constantly high and increasing patterns in Adolescents & EA (Brendgen et al., 2005)

A

CH:Mostly girls with histories of early parent-child conflict and problems with emotion regulationDifficult temperaments that interfere with social functionAt risk for long term problems with mood and behavior. Increasing
: Tend to be girls with histories of parent-child conflict and difficult temperaments
Peer rejection and social alienation during late childhood. Puberty may exacerbate these issues

94
Q

Many general Theories of Depression?

A

Diathesis-stress;Monoamine deficiency; Cognitive theories of depression; Intergenerational transmission models (maternal); Learned helplessness (original and revised)

95
Q

What is the Social Information-processing theory for adolescent depression?

A

Children with depressed have 2 kinds of biases when solving interpersonal problems
Attribute hostile intentions to others’ ambiguous behavior;Have stable and internal causal attributions to social failures;Depressed kids interpret others’ behavior as hostile; Attribute others’ hostile actions to internal and stable factors (i.e. “it’s my fault…”); Kids then view selves negatively and avoid social situations

96
Q

What is an Adolescent-specific theory for adolescent depression?

A

Social Information-processing theory

97
Q

What are the Social Information Processing Theory stages for adolescent depression?

A

Attribution biases:* Hostile intent attribution* Internal and stable causal attributions-> Social withdrawal-> Peer rejection and victimization-> Depression

98
Q

Suicide in Teens and EA: and depression order, Typical course and prevalence in US

A

Typically preceded by symptoms of depression: Typical course is that teens do not attempt suicide when they are most depressed
Do not have energy or motivation to attempt; Mood improvement often precedes an attempt
High prevalence in U.S.
In HS: 24% report serious thoughts; 3% have made prior attempt. Rates higher in US and Canada than other developed countries

99
Q

Gender Differences for suicide?

A

Females 4x as likely to attempt but males 4x as likely to succeed (method used)

100
Q

Risk factors for suicide (4)?

A

1.Depression; 2.Family disruption; Higher rates with chaotic, disorganized, high conflict, low warmth families ; 3.Co-occurring substance use problems
(Decrease inhibition); 4.Problems with relations outside the family School failure, loss of partner, peer rejection

101
Q

Pathways Associated with Adolescent Suicidal Behavior?

A

Largest group; Midsize group; Smallest group

102
Q

Characteristics (3) of Largest group Pathways Associated with Adolescent Suicidal Behavior?

A
  1. Prolonged difficulty with relations (peers, family, teachers)
  2. Prior attempts 3.Communicated intent to others
103
Q

Characteristics (1) of Midsize group Pathways Associated with Adolescent Suicidal Behavior?

A

Struggled with SMI-severe mental illness

104
Q

Characteristics (3) of Smallest group Pathways Associated with Adolescent Suicidal Behavior?

A

1.Previously functioning well but had acute crisis 2.No history of SMI or prior intent 3. 2/5 still communicated intent prior to attempt

105
Q

Early Warning Signs of Adolescent Suicide ?

A

Direct suicide threats or comments; Prior attempt, no matter how minor; Preoccupation with death in music, art, and/or personal writings; Recent loss (death, breakup or abandonment); Family disruptions;Disturbances in sleep, eating habits & personal hygiene.
Declining grades and lack in school/leisure activities that were once important; Drastic changes in personality or behavior patterns..

106
Q

Sxs Non-Suicidal Self Injury (NSSI) Criteria A and B

A

In last year, 5+ days engage in intentional self-inflicted damage to the surface of his/her body to induce bleeding, bruising , or painB. one or more of the following expectations:

  1. Obtain relief from negative feeling or cognitive state
  2. Resolve an interpersonal difficulty 3.Induction of a positive feeling state
107
Q

Sxs Non-Suicidal Self Injury (NSSI) Criteria C, D and E?

A

C one of the following:
Interpersonal difficulties or negative feelings or thoughts such as depression, anxiety, tension, anger, generalized distress or self criticism,
Thinking about self-injury that occurs frequently, even when it is not acted upon
D. Behavior is not socially sanctioned and not restricted to scab picking or nail biting
E. Causes significant distress or impairment in function
F. Not better explained by another disorder

108
Q

Distinguishing Factors Non-Suicidal Self Injury and SI ? (3)

A 
Intention:NSSI = no desire to end life;Repetition:NSSI=behavior occurs on more regular basis, whereas suicide attempts usually occur only once or twice;Lethality:
NSSI = injuries involve minimal to moderate tissue damage
109
Q

Prevalence and Course Non-Suicidal Self Injury?

A 
Community samples estimate that between 13-29% of adolescents engage in NSSI:
Significantly higher (40%) in adolescent treatment samples.
Typical onset is middle adolescence (15-18yo):Rates in 11-14 y.o. estimated to be 7-8%
Once initiated, behavior is relatively stable 50% of adolescents who begin NSSI as young adolescents continue practice 2+ years.
110
Q

Gender differences in Non-Suicidal Self Injury?

A

-Girls 4x more likely to NSSI than boys in early adolescence
Becomes equal by late adolescence -Gender differences in means: Girls = cutting and scratching; Boys = punch and hit selves

111
Q

Self-Harm Basic Information?

A

Cutting is most common form: knives, paperclips, razors, keys, glass, pins, etc. Over 16 documented forms. Any individual may use from 1 to over 10 forms. Any part of the body may be harmed - most often hands, wrists, stomach and thighs (hidden). Severity covers a broad continuum from superficial wounds to permanent disfigurement. Most people report little or no pain during the act - even pulling out teeth.

112
Q

Predisposing Factors Self-Harm?

A 
Average to high intelligence 
Middle to upper-class background Feels “empty” and isolated Drug or alcohol abuse 
Early history of medical illness or surgical procedures requiring hospitalization  Imprisonment or institutionalization in drug treatment centers Inability to express or tolerate negative feelings Poor academic performance or truancy Has a background of emotional neglect
113
Q

Additional Dangers of Self-Harm?

A

Even a single episode can correlate with a history of abuse and conditions such as suicidality and psychiatric distress.
Relatively few seek medical or psychiatric assistance even following severe injuries. Potential link between self-harm and suicide. Always take self-harm seriously, particular if a person is injuring regularly or using methods that can cause a lot of damage to the body (like cutting with a knife, smashing glass with fists). Infection risks and HIV/AIDS.

114
Q

Reasons Behind Self-Harming Behavior?

A

Expression of things that can’t be put into words (displaying anger, showing the depth of emotional pain, shocking others, seeking support and help) Expression of feelings of isolation and alienation Expression of feelings for which they have no label
Affect modulation To relieve tension and anxiety To relieve anger and aggression To feel calm or numb To feel real by feeling pain or seeing the injury ..

115
Q

Definition of the Four Function Model of Non-Suicidal Self Injury NSSI ?

A

Uses learning theory principles to explain reasons why people engage in NSSI and maintain it over time: Behavior maintained through either positive or negative reinforcement, which can be automatic (i.e. within the person) or social (i.e., between people)

116
Q

Automatic to reinforcement in the Four Function Model of Non-Suicidal Self Injury NSSI ?

A

Neg: Instant reduction in aversive thoughts/feelings Reduction in emotional pain. Pos:Adolescent feels lethargy, hopeless, numb, anhedonic and engages in NSSI to feel something Act releases endorphins Increased feelings of pleasure

117
Q

Social to reinforcement in the Four Function Model of Non-Suicidal Self Injury NSSI ?

A

Neg:Act of NSSI results in removal or withdrawal of social demand (i.e., avoiding age-appropriate responsibilities)
Avoidance of social demands; Pos: Act followed by attention or other desirable attention by others Most common
Attention from parents, friends

118
Q

role of Modeling and definition of Social Contagion Theories of Non-Suicidal Self Injury NSSI ?

A

Modeling may explain initiation of NSSI Observe behavior by peer (38%) or media (13%). Social contagion: Tendency of NSSI to spread across peer groups

119
Q

Emotion Dysregulation Model definition on sxs Non-Suicidal Self Injury NSSI ?

A

Individual at risk for suicide and NSSI have difficulty modulating their emotions in adaptive ways
Troubles with: Identifying and tolerating negative emotions Generating and experiencing positive emotions Controlling emotions in manner that permits active coping with psychosocial stress Use self injury as way to regulate emotions

120
Q

Diathesis-Stress Model Non-Suicidal Self Injury NSSI ?

A

Diathesis (Cognitive, Emotional and social)-> stressful event (Emotional Arousal; social problems)-> NSSI Specific Factors (modeling; self criticism)-> NSSI

121
Q

Detection Non-Suicidal Self Injury NSSI ?

A

Detecting / intervening - difficult because of secrecy Unexplained burns, cuts, scars, clusters of similar markings Arms, fists, and forearms opposite dominant hand Inappropriate dress (long sleeves / pants in summer) Constant use of wrist bands / coverings Unwillingness to participate in events / activities requiring less body coverage (swimming, gym class) Frequent bandages Odd / unexplainable paraphernalia (razor blades, implements to cut or pound)
Heightened signs of depression or anxiety Implausible stories to explain physical indicators

122
Q

Common Acts of Violence for Teens (6)? LS

A

Aggressive and intimidating posturing or bullying; Verbal threats of violence; Physical fighting, sometimes weapons;
Violent outbursts;Date violence ; Gang violence

123
Q

Influences on Youth Violence (6)?

A

Belief that violence is an acceptable problem solving,
Learned violence from family, community and media models, Poor impulse control,Hx of abuse or trauma, Youth at-risk characteristics, Presence of other risky behaviors

124
Q

Define Bullying and give examples?

A

Is intentional, repetitive abuse or aggression used to reinforce an imbalance of power (Olweus, 1993). teasing, gossiping, social exclusion, extortion, verbal attacks, and physical attacks

125
Q

Bullying trends?

A

Rates tend to peak around middle school, then decline. Physical aggression more common among boys and younger students. Relational aggression more common among girls and older youth
Many times, themes revolve around appearance or behavior

126
Q

Symptoms of Bully Victimization?

A

Becoming withdrawn; Showing fear when it is time to go to school; Increasing signs of depression; Decline in school performance; Speaking of another child with fear; Noticeable decline in how the child sees him or herself; Signs of physical altercations, such as bruises, scrapes and other marks

127
Q

Signs of a bully?

A

Views violence positively as the solution to most problems; Shows aggression toward adults as well as other children (overall); Need to dominate others and control situations ; Easily frustrated; Shows little sympathy to others who are being bullied, or who are having problems;Won’t helpstop bullying

128
Q

Longitudinal study published in Psychological Science that examined effects of childhood bullying on functioning in early adulthood Assessed over 1400 students in North Carolina in middle school on wide range of behaviors, including bullying and classified into four groups?

A

No bullying; Victimization only; Bullying only; Bully-victim

129
Q

Longitudinal study published in Psychological Science that examined effects of childhood bullying on functioning in early adulthood Assessed over 1400 students in North Carolina what group had the greatest risk for health problems (e.g. anxiety)?

A

Bully-victims at greatest risk for health problems in adulthood

130
Q

Longitudinal North Carolina study published in Psychological Science that examined effects of childhood bullying on functioning in early adulthood shows what groups more issues with job and financial responsibilities?

A

Victims, bullies and victim-bullies significantly more likely to: Have problems keeping a job
Being financially responsible

131
Q

Incidence of cyber bullying versus bullying?

A

CB: Studies have ranged anywhere from 5%-73%; B:Studies average about 25%

132
Q

Psychological sequence and targets of cyber bullying and bullying?

A

PS:Higher rates of depression, anxiety, school refusal and/or poor academic performance, increased risk of suicide. TG:Youth who are different in appearance and/or behavior; those with poor social skills; “rejected” or “neglected” kids

133
Q

Prevention of Cyberbullying(3)?

A

Engaging in discussion of how individual behaves online; Increased emphasis on teaching the importance of privacy online; Learning effective online safety

Adolescent And YA Final (1 decks)

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