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PSYC 365 > Ch 13: Intervention: Children and Adolescents > Flashcards

Ch 13: Intervention: Children and Adolescents Flashcards

1
Q

Who is the client in psychological services for children and adolescents?

A
  • rarely refer themselves and there is poor agreement between parents and youth about therapy goals
  • parents serve as gatekeepers to enable or disable services
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2
Q

How many adolescents requiring services receive them?

A
  • only 1/3
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3
Q

What do alliances predict?

A
  • parent-therapist alliance predicts child/youth participation in therapy
  • youth-therapist alliance predicts symptom improvement
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4
Q

What are the legal issues around consent in BC?

A
  • youth is capable of consent at 12 years old
  • only one parent needs to consent (divorced or separated)
  • legal consent is necessary but not sufficient because the youth has to agree to participate
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5
Q

What is typical of risk factors for youth?

A
  • often don’t have control over these conditions

- treatment must still address these contexts

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6
Q

What did Levitt find about child psychotherapy?

A
  • found no evidence for the efficacy of child psychotherapy
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7
Q

What are the four large scale meta analyses in the 80s and 90s?

A
  • Casey and Berman found effect sizes comparable to Smith and Glass
  • Weisz found d=.79 (larger for behavioural approaches)
  • Kazdin found large effect sizes and that studies often used volunteer school treatment groups (recommended a research focus on characteristics that influence outcome)
  • Weisz used weighted least squares to calculate d=.54 (studies with more error variance assigned less weight)
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8
Q

What is publication bias?

A
  • unpublished dissertations were stronger methodologically but obtained lower effect sizes than published studies
  • more evident in child studies rather then adult studies
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9
Q

What are well-established treatments?

A
  • well-established treatments produce effects superior to a placebo or another treatment in at least 2 different/independent trials meeting strict methodological criteria
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10
Q

What are probably-efficacious treatments?

A
  • these meet the same criteria but evidence does not come from different/independent researchers
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11
Q

What did Huey and Polo find?

A
  • a number of treatments are probably efficacious for minority youth
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12
Q

What does exhibit 13.1 in the textbook tell us?

A
  • most treatments are behavioural, cognitive-behavioural and interpersonal
  • many involve parents learning strategies to respond to children’s behaviours
  • parental psychopathology may make it difficult for parents to engage in and complete services for children
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13
Q

What are disruptive behaviour disorders?

A
  • disruptive behaviour is the most common reason for child referrals
  • ODD -> CD: oppositional defiant disorder often leads to conduct disorder
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14
Q

What are effective treatments for disruptive behaviour disorders?

A
  • parenting programs

- multisystematic therapy (MST)

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15
Q

What is an evidence-based treatment for adolescent depression?

A
  • coping with depression in adolescence (CBT)
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16
Q

What are coercive exchanges?

A
  • parents unintentionally reward the child for whining or aggression, child rewards the parents for giving in to his or her complaints
17
Q

What are five parenting practices?

A
  • skill encouragement
  • discipline
  • parental monitoring
  • problem-solving
  • positive involvement
18
Q

What is multisystemic therapy (MST) for?

A
  • designed to trat serious delinquency in adolescents by intervening in an integrated way in the multiple systems in which they are involved
19
Q

What theories does MST come from?

A
  • grounded in ecological theory and behavioural approach

- behaviour is multiply determined

20
Q

How does MST work?

A
  • caregiver plays a key role in youth’s short and long-term adjustment
  • MST therapists work in teams of 2-5 with small caseloads and are available 24/7
21
Q

What do the MST therapists do?

A
  • faciliate collaboration between school and family
  • target any caregiver barriers to parenting capacity
  • services offered in homes, schools and neighbourhoods
  • emphasis on developing supportive network for family
22
Q

Do EBTs work?

A
  • standard community care for child and adolescent disorders are less effective than evidence-based psychotherapy
  • better outcome than 60% of youth receiving usual care
23
Q

What did a review by Lee, Harvath and Hunsley find?

A
  • > 75% of clients followed the course of services to completion with strong improvement rates for internalizing problems an greater variability in outcomes for parenting interventions to treat disruptive behaviours
24
Q

What is the use of treatment manuals associated with?

A
  • early alliance

- use of treatment manuals does not undermine therapeutic alliance

25
Q

What are modular treatment options?

A
  • modular approach allows for tailoring of services to meet the needs of youth for whom there is no single evidence-based program
26
Q

What did Chorpita and Daleiden do in relation to modular treatment options?

A
  • reviewed 322 randomized controlled trials of treatments for youth
  • identified clusters of treatment strategies shown to be efficacious
  • advocated for individualizing treatments by selecting and integrating treatment modules that correspond to client’s presenting problems
27
Q

What did Weisz do in relation to modular treatment?

A
  • developed modular treatment options for depression, anxiety and conduct problems in children aged 7 to 13
  • modular treatment outperformed treatment as usual and specific EBTs
28
Q

What is RAD?

A
  • reducing anxiety and depression
  • weekly (12 sessions) or bootcamp (5-6 sessions)
  • 8-10 adolecents age 13-18
  • recruited from waitlist or offered group as supplement to individual treatment
  • manualized CBT
29
Q

Why does RAD have multiple facilitators?

A
  • in case a participant gets triggered and needs to leave
30
Q

What measures are used in RAD?

A
  • screen for child anxiety related disorders (SCARED)

- patient health questionnaire (PHQ-9)

31
Q

What are the core skills developed in RAD?

A
  • behavioural activation
  • exposure (principle of desensitization)
  • identifying and challenging unhelpful thoughts
  • improving communication and conflict resolution
  • stress coping
  • social connection among group members
32
Q

What is Child-parent relationship therapy?

A
  • based on play therapy work of Gary Landreth
  • 10 week manualized parenting course
  • teaches parents how to use play therapy skills to help young children experiencing social, emotional or behavioural problems
33
Q

What is CPRT also called?

A
  • filial play therapy
34
Q

How many people are there per group for CPRT?

A
  • 2-3 facilitators and 6-8 parents
35
Q

What are the pre-screening measures for CPRT?

A
  • interview
  • parental acceptance scale
  • measurement of empathy in adult-child interaction (MEACI)
36
Q

What are the learning goals for CPRT?

A
  • regain control as a parent
  • help child develop self-control
  • effectively discipline and limit inappropriate behaviour
  • understand child’s emotional needs
  • communicate more effectively with child
37
Q

Why play therapy?

A
  • helps children communicate their inner experiences
  • nonpathologizing approach based on the belief that children have the internal drive to achieve
  • based on respect for child and confidence in their ability to direct their own process
  • work through deeper emotional fears, wounds and experiences
  • range of toys: real-life, acting-out aggression and creative/expressive
38
Q

What are the core skills from CPRT?

A
  • positive involvement with child
  • improved communication with child
  • encouragement of skill and confidence development in child
  • limit setting and discipline

PSYC 365 (15 decks)

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