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SLK 310 > Chapter 4 > Flashcards

Chapter 4 Flashcards

1
Q

State 4 reasons why Felicia was referred

A

Refusal to go to school, depression, social withdrawal and sleep disturbance.

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2
Q

Name 5 more symptoms Felicia showed

A
  1. Withdrawal from social activities
  2. Quietness
  3. Sadness and unhappiness.
  4. Loss of appetite
  5. Sleep problems
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3
Q

How do mental health clinicians understand a child’s basic problems, make diagnoses and devise treatment plans?

A

They systematically consider many important questions.

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4
Q

What does the process of understanding basic child problems, making diagnoses and devising treatment plans require?

A
  1. Sorting through many factors that bring a child/ adolescent to the attention of professionals
  2. Checking out alternative hypotheses and plans
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5
Q

What is the decision making process for deciding if a child/ adolescent is suffering a psychological disorde?

A
  1. Systemically consider many important questions
  2. Sorting through factors ghag bring a child to the attention of professionals
  3. Checking out alternative hypotheses and plans.
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6
Q

What is the aim of the decision making process?

A

To find answers to immediate and long term questions on the nature and course of a child’s disorder and its optimal (satisfactory) treatment

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7
Q

What is the first step of the decision making process?

A

Clinical assessment.

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8
Q

What do clinical assessments use to understand children with disturbances and their family and school environments?

A

Systematic problem-solving strategies.

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9
Q

What do systematic problem solving strategies typically include?

A

An assessment of the child’s emotional behavioral and cognitive functioning, and the role of environmental factors.

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10
Q

What should the systematic problem solving strategies be based on?

A

Scientific evidence and clinical expertise.

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11
Q

Which basis do the systemic problem solving strategies form?

A

The basis of a flexible, ongoing process of hypothesis testing on the nature of the problem, its causes and likely outcomes if the problem is treated and not left untreated.

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12
Q

What is the ultimate goal of assessment?

A

To achieve effective solutions to the problems thatt children and their families face and to promote and enhance their Well-being

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13
Q

To what extent are clinical assessments meaningful

A

They result in practical and effective interventions

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14
Q

What is the ideographic case formulation

A

It’s an assessment that emphasizes the detailed representation of the individual child or family as a unique entity

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15
Q

What is a Nomothetic formulation

A

It emphasizes broad general conclusions that apply to a large group of individuals for example children with a depressive disorder

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16
Q

What is likely to result in better hypothesis to test at the idiographic level

A

A clinician’s nomathetic knowledge about
1. general principles of psychological assessment
2. normal and abnormal child and family development and
3. specific childhood disorders

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17
Q

What is the first stage of decision-making by clinicians

A

Assessment which can range from a clinical interview with the child and parents to More structured behavioral assessment and psychological testing

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18
Q

What are the 4 things that 1 needs to be sensitive towards when it comes to assessing children and families

A

The child’s age, gender, cultural background And typical and a typical number to information about child development

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19
Q

How does a child’s age influence approach to assessment diagnosis and treatment

A

It has implications on judgments about deviancy and also selecting the most appropriate assessment and treatment methods

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20
Q

Which problems are more commonly reported among males when it comes to childhood and adolescent problems

A

AD HD attention deficit hyperactivity disorder
Autism spectrum disorder language disorders childhood contact disorders intellectual disabilities and Specific learning disorders

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21
Q

Which childhood and adolescent problems are more commonly reported among females

A

Anxiety disorders
eating disorders
sexual abuse and
adolescent depression

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22
Q

Which disorders are equally reported among males and females

A
  1. conduct disorder
  2. feeding disorder
  3. Physical abuse and neglect
  4. Childhood depression
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23
Q

Which disorders are boys more likely to display than girls and vice versa

A

Boys are more likely to display early onset disorders like autism Spectrum disorder (ASD), Attention deficit hyperactivity disorder AD HD
While girls are more likely to display disorders that have their peak onset in adolescence such as depression and eating disorders

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24
Q

Which gender is more likely to express over activity and Aggression and which gender is more likely to Express their problems in less observable ways like sadness fear and shame

A

Boys are more likely to Express over activity and aggression while girls are more likely to Express shame fear and sadness

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25
Q

What is the typical reaction to both genders Problems

A

His voice may receive More referrals because they are expressive while girls may be overlooked because Their forms of suffering are less visible

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26
Q

How do girls show aggression when angry and what is the term for this form of aggression

A

Indirectly through verbal insults gossip ostracism and getting even which is referred to as relational aggressionIndirectly through verbal insults gossip ostracism and getting even which is referred to as relational aggression

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27
Q

As girls move into adolescents what is the function of their aggressive behavior increasingly centered on

A

Group acceptance and affiliation

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28
Q

Define relational Aggression

A

It is a type of aggression that aims to harm others through social manipulation like spreading Rumors social exclusion or damaging someone’s reputation in their peer group it is more subtle and psychological compared to physical aggression

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29
Q

What are self-serving behaviors directed outward

A

I get this implies on behaviors where individuals prioritize their own interests and needs over others and these behaviors are outwardly directed meaning that they affect others in a negative way

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30
Q

Which gender experiences Relational aggression and self-serving behaviors that are directed Outward

A

Girls

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31
Q

Why is a combination of relational and physical aggression concerning

A

It serves as a strong predictor of future psychological and social adjustment problems for girls

In other words girls who exhibit both types of aggression are more likely to face difficulties in adapting to social and psychological challenges as they grow.
This could include issues like forming and maintaining healthy relationship, Coping with stress and managing emotions effectively

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32
Q

Which children are more ma adjusted than those who engage in gender Normative Is forms of aggression

A

Children who engage in forms of aggression that aren’t typically of their sex

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33
Q

What is included in the DSM 5 framework framework for culturally considering child Disorder

A

Cultural identity concepts of distress stressers and features of vulnerability and resilience as well as the cultural dynamics between the child the family and the clinician

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34
Q

What is the purpose of the cultural formulation interview Is offered by the DSM5

A

It is intended for children and adolescents understand how culture impacts their issues and treatment

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35
Q

What are cultural patterns

A

They are a reflection of learned behaviors and values that are shared and transwithin groups and they distinguish members of one group from another

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36
Q

Which aspects does culture include

A

Ethnicity language religious beliefs race gender age sexual orientation etc

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37
Q

Which group of children may face higher risks of misdiagnosis or under diagnosis

A

Children belonging to ethnic minorities

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38
Q

What do clinicians need to take to in order there be culturally competent in their assessment and treatment

A

They need to examine their own cultural biases

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39
Q

Why is a cultural formulation important

A

Establish a relationship with the child and family to motivate family members to change to obtain valid inpermission to get accurate diagnosis I’m to develop meaningful recommendations for treatment

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40
Q

What are key factors to consider in the assessment of children and families including those from dominant cultures

A

Ethnic identity and racial socialization

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41
Q

What are cultural syndromes

A

A set of consistent symptoms found in a specific current cultural group

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42
Q

What is a crucial beginning to understanding how children’s problems come to the attention of professionals

A

Knowledge and basic information about the norms of child development and behavior problems

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43
Q

What challenges are parents faced with when figuring out what to expect of their children at various ages

A

Determining what difficulties are likely to be chronic and what are common and transient I’m not transient means and deciding winter seek advice from others and deciding what treatment is best for their child

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44
Q

What challenges are parents faced with when figuring out what to expect of their children at various ages

A

Determining what difficulties are likely to be chronic and what are common and transient I’m not transient means and deciding winter seek advice from others and deciding what treatment is best for their child

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45
Q

Name 10 Problems involving teachers and parents that distinguish between referred and non- referred children

A
  1. Unhappy, sad or depressed
  2. Unable to concentrate
  3. Disobedient at school
  4. Impulsive
  5. Doesn’t get along with others
  6. Innatentive
  7. Moody
  8. Stubborn
  9. Nervous
  10. Poor schoolwork
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46
Q

What are the 3 common purposes of assessment?

A

Prognosis, diagnosis and treatment planning

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47
Q

What is the intentention of the purposes of assessment?

A

They guide the assessment process, including the use of particular assessment methods

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48
Q

What is the first step in understanding a child’s problem?

A

Provide a clinical description which summarise the child’s feelings, thoughts and unique behaviour that make up the features of the disorder.

49
Q

What is the purpose of a clinical description?

A

To establish basic information about the child’s concerns at presentation-especially how the child’s behaviour is similar or different from those of his/hair group

50
Q

What aspects to include in a clinical description?

A
  1. Assess and describe how intense, severe and frequent her problem is to communicate excess/deficiency, the circumstances, how often and how severe.
  2. Describe the age at onset and duration of disabilities.
  3. Convey a full picture of her different symptoms and their layout.
  4. Determine whether the escription fits the criteria of one psychological disorder or not.
51
Q

Define the term ‘Diagnosis’

A

Analyzing information and drawing a conclusion about the nature of the problem/ assigning a formal diagnostic label for a disorder.

52
Q

What are the 2 separate meanings of Diagnosis

A
  1. Taxonomic diagnosis
  2. Problem-solving analysis
53
Q

What is taxonomic diagnosis?

A

Focuses on the formal assignment of cases to specific categories drawn from a classification system like the DSM-5 or empirically derived dimensions.

54
Q

What is ‘Problem-solvinf analysis?

A
  • similar to clinic assessment
  • Views diagnosis as a process of gathering information used to understand the nature, causes, treatment options and outcomes of an individual’s problem.
55
Q

What is a complete diagnostic analysis?

A

Problem-solving analysis

56
Q

What does a formal diagnosis mean?

A

That the individual possesses characteristics that link them to similar individuals who have the same disorder (taxonomic diagnosis)

57
Q

Define “comorbidity”

A

Coexistence of disorders with similar symptoms in one individual.

58
Q

State 3 pairs of common comorbid disorders

A
  1. Conduct disorder and ADHD
  2. ASD and Intellectual disability
  3. Childhood depression an anxiety
59
Q

What is a prognosis?

A

The formulation of predictions about future behaviors under specified conditions.

(Expected course and outcome of a behaviour)

60
Q

What are clinicians to do when making a prognosis?

A

Weigh the probability of the circumstances remaining the same/improving/deteriorating with/ without treatment and what course of treatment should be followed.

61
Q

What do treatments for children ad adolescents focus on?

A

Enhancing development and not only evolving symptoms of restoring the previous level of functionality

62
Q

What does ‘treatment planning and evaluation’ mean?

A

Using assessment information to generate a plan to address the child’s problem ad yo evaluate the effectiveness of treatment.

63
Q

What does treatment planning and evaluation involve?

A
  1. Further specification and measurement of possible contributors to the problem
  2. Determination of resources and motivation for change
  3. Recommendations for the treatments likely to be ghe most feasible, acceptable and effective for the child and family.
64
Q

When assessing Felicia’s problems why should you begin and what should you include in your assessment

A
  • interview Felicia and her parents and her teacher
    -observe her at home and at school
65
Q

How do many clinical settings approach assessment

A

Multi disciplinary teams

66
Q

Why would some children need to be referred for a medical exam as part of their comprehensive assessment

A

To investigate whether a physical problem is related to the disorder or not

67
Q

What factors influence the decision on which an assessment method to use

A

The assessment’s purpose diagnosis treatment planning or treatment evaluation the nature of the problem and the child’s And families characteristics and abilities

68
Q

What impact do practicality and Feasibilityty have on assessment protocol

A

Assessment protocols are subject to be cost-effective and feasible for real world delivery settings

69
Q

Why is a clinical Interfere important in the assessment process

A

It is crucial to obtain information and setting the stage for collaboration and cooperation among the child and the family members and other concerned parties

70
Q

What is typically involved in clinical interviews

A

The child and parents

71
Q

What is the purpose of clinical interviews

A

To obtain basic information about existing concerned and to pinpoint directions for further inquiry and establish a good working relationship with the child and family

72
Q

Is what kind of information to clinical interviews aim to obtain

A

Information about the child’s self perceptions perceptions of others and how they respond in social situations

73
Q

Why is it important to observe non verbal communication in Clinical interviews

A

It provides additional insight into the parent-child relationship and it helps with treatment planning

74
Q

What information is typically covered in a developmental and family history assessment

A

It covers areas such as birth, developmentalIs milestone, medical history, family characteristics, educational history and the presenting problem

75
Q

What is hypothyroidism

A

low levels of thyroid hormone

76
Q

What is the multi method assessment approach

A

It emphasizes the importance of obtaining information from different informants in a variety of settings and using variety of methods including interviews observations questionnaires and tests

77
Q

What is used in accordance with a decision-making approach

A

Behavioral assessments checklists and rating skills and psychological tests

78
Q

What does Acomprehensive assessment required

A

Which requires that some consideration be given to evaluating the child’s strengths and weaknesses and areas like basic language and software skills coping and leadership abilities

79
Q

Examples of nonverbal communication by the child and family during clinical interviews

A

Facial expressions body posture voice Motor behavior

80
Q

What are children’s initial reactions to seeing a mental health professional

A

Fear and resistance

81
Q

Questions would you ask the parents of a child

A

Developmental and family histway you can get significant developmental milestones and events that might impact the child’s current difficultiesDevelopmental and family histway you can get significant developmental milestones and events that might Influence the child’s current difficulties

82
Q

Is involved on a background questionnaire or interview

A

The child’s birth and related events like the pregnancy or birth complications

The child’s developmental milestonesuch as what age they started walkin the use of language and when they started self-help skills

The child’s medical history including injuries and illnesses or medication that was prescribed
Family characteristics and family historyLike cultural background and marital status of family members
The child’s interpersonal skills including how they relate with other children and adults in how they play

The child’s educational history school attendance academic performance and how they elate with teachers and peers

The adolescents work history and relationships with the same-sex and opposite sex

A description of the presenting problemSurrounding events and how parents have attempted to deal with the problem in the past

83
Q

What is a potential limitation of unstructured clinical interviews

A

They may lack standardization resulting in low reliability And biased information gathering

84
Q

Provide a solution to the lack of Standardization in clinical interviews

A

The use of semistructured interviews that includes specific questions designed to Bring out Information in a consistent way

85
Q

Then what is an appealing feature of semistructured interviews for all the children and youths

A

It’s that they can be administered by a computer which many children find entertaining and less threatening

86
Q

How do semistructured interviews benefit clinicians

A

They allow the clinician to follow-up on important issues that may come up during the interview

87
Q

What is disadvantage of conducting semistructured interviews too rigidly

A

The consistency and coverage of semistructured interviews may be offset by a loss of spontaneity between the child and the Clinician

88
Q

What is a common framework for organizing findings in behavioral assessment

A

Is the abcs of assessment

89
Q

How can the AB c’s of assessment be applied in specific contexts

A

They are used to organize information in specific contexts Or as an overall framework for assessment

90
Q

What is the goal of functional analysis in behavioral assessment

A

So identify as many factors as possible that could be contributing to the child’s problem behavior thoughts and feelings and to develop hypothesis for the factors that are most important

91
Q

What is a common approach to gathering information about a child’s behavior in specific settings

A

They often develop initial hypotheses based on information provided by the parents and children during interviews and then they use behavior checklists rating Scales and observations of behavior

92
Q

What questions might you ask an older child with depression regarding their mood

A

Do you feel sad? And do you get moody?

93
Q

What aspects of Interest should you inquire about in a semi structured interview with an older child experiencing depression

A

Have you lost interest in doing things that you like like your hobbies? Is there anything you look forward to doing?

94
Q

What questions could help assist self- depreciating ideation in an older child with

A

You feel like you are worthless? Have you thought about committing suicide?

95
Q

Can you ask a child who has this decreased socialization?

A

Has there been any changes in your relationship with your friends do you feel a need to be alone?

96
Q

Behavioral assessment important in understanding children’s problems?

A

Success children’s thoughts feelings and behavior and specific settings helping in formulating a hypothesis about the nature of their problem

97
Q

Does behavioral assessment differ from other assessment methods

A

Involves directly assessing and observing the child behavior in various contexts

98
Q

How might antecedents behaviors and consequences be analyzed and behavioral assessment?

A

You can be analyzed using The ABCs of assessment framework examining the events before and after a behavior to understand its causes and effects

99
Q

Global behavior checklist used for?

A

Are used to rate the presence or absence of various child behaviors providing standardized information that can be compared with reference groups

100
Q

How to checklist contribute to the understanding of discrepancies and behavior reports?

A

By different informance providing insight into the range of behaviors exhibited by the child in various contexts

101
Q

What is the cbcl behavior checklist)

A

Cbcl is a leading checklist four assessing behavioral problems in children and other lessons between six and eight years of age which is widely used in schools because of its reliability and validity

102
Q

What are global behavior checklist?

A

Essay are used to ask parents teachers and the youths themselves sometimes to rate the presence or absence of a wide variety of child behaviors and to read the frequency and intensity of these behaviors

103
Q

Why are checklists preferable?

A

They are economical to administer and School they provide a rich source of information about the parents were teachers reports on a child’s behavior

104
Q

What is the leading checklist for assessment behavior problems and children and adolescence from 6 to 18 years?

A

The child behavior checklist cbcl

105
Q

In which settings is the child behavior checklist used and why is it preferable?

A

Used in treatment and school settings and it’s reliable and valid

106
Q

What is a test?

A

A set of tasks given under standard conditions containing to assess some aspect of the child’s knowledge or personality

107
Q

What is a code of fair testing practices?

A

Is represents the guidelines for professionals for fulfilling their obligation to provide and used tests that are fair to all test takers regardless of age and their disability and other distinguishing factors

108
Q

What do clinicians normally use to assess children’s disorders of development learning and behavior?

A

The used developmental scales intelligence and educational tests and personality tests

109
Q

Is the use of developmental tests

A

They are used to assess infants and young children’s in our generally carried out to screen diagnose and evaluate early development

110
Q

Define screening(developmental testing)

A

Identifying children at risk and then referring them for a more thorough evaluation

111
Q

Define intelligence

A

It is the overall capacity of a human to understand and cope with the world around them

112
Q

What is the w e c h s l e r intelligence scale for children

A

It is an intelligence test for children with 10 mandatory and six implementary tests. The test produces a full scale IQ if s i q score which um is derived from primary index scales like robot comprehension visual spacial fluid reasoning working memory and processing speed

113
Q

The w e c h s l e r intelligence scale for children subjects include…

A

Verbal comprehension index which is the vci comprising of similarities for capillary information and comprehension. Then the vsa which is the visual special index comprising of block design visual puzzles. The fri fluid reasoning index which comprises are figure weight and picture concepts and then lastly the working memory index which is the wmi comprising of digits spin pictures spin and litter number sequencing the last one processing speed index consisting of coding symbol search

114
Q

State any five dsm-5 neurodevelopmental disorders

A

ADHD a s d motor disorders communication disorders intellectual disabilities

115
Q

State five other childhood in Adolescent disorders under the dsm-5

A

Depressive disorders bipolar disorder anxiety disorders OCD obsessive compulsive and other related feeding and eating disorders

116
Q

What are dsm-5 specifiers used for?

A

They are used to describe more homogeneous subgroupings of individuals with the disorder who share particular features and also to communicate information that is relevant to the treatment of the disorder

117
Q

Most common examples of DSM specifiers

A

Subtype specifiers co-occurring specifiers course specifiers and severity specifiers

118
Q

Is the purpose of specifying general medical conditions

A

To encourage starness in evaluation and enhance communication among Healthcare providers since mental disorders are closely related to physical and biological factors

119
Q

Why was Felicia diagnosed with mdd major depressive disorder?

A

She showed symptoms of a depressed mode and loss of interest in almost all activities weight loss insomnia feelings of worthlessness- symptoms which impaired a social and school functioning

SLK 310 (10 decks)

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