Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Year 3 Psych > Child And Adolescent Mental Health Part 3 > Flashcards

Child And Adolescent Mental Health Part 3 Flashcards

You may prefer our related Brainscape-certified flashcards:
Psychology 101 flashcards GRE® Psychology flashcards
1
Q

What are the two groups of people who are unwilling to go to school?

A

School refusal- simply won’t even leave house

Truancy- leaves house, doesn’t make school

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

What problems arise from having a mental health problem in school

A 
Learning difficulties due to poor attention
Co- morbid specific
Difficulty controlling emotion
Anxiety
Lack of energy/motivation 
Difficulties joining in
Sensory problems
Preoccupation
Associations between mental health and learning difficulties e.g. dyslexia
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What anxiety disorders affect those in school?

A

Separation anxiety- fear of leaving parents and home, problems on doorstep

Social phobia- fear of joining group, problems at school gate

An opus thoughts and feelings
Autonomic symptoms
Avoidant behaviour

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

What factors drive school attendance

A 
Learning difficulties
Lack of friends/relationships
Bullying
Lack of parental attention or concern
Encouraging one to stay home
Maternal psychiatric disorder, lack of parental attention or control
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

How does brain physiology contribute to anxiety

A

Reduced connectivity between the amygdala and the ventrolateral cortex . The ventrolateral cortex suppresses the activity of the amygdala, reducing anxiety

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

How do you avoid feeding fears and increasing child anxiety

A

By testing and acknowledging conditions that may not be pathological this reinforces the anxiety experience in the parent and the child

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

How do you treat the cycle of anxiety

A

Behavioural

Learning. Alternative pathways
Desensitisation
Overcome fear
Manage feelings

Behaviour (fluoxetine)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

What is the underlying principle of CBT

A

Our behaviour, thoughts and feelings are all interlinked. By changing one we break the cycle

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

What is the positive cycle of behavioural treatment

A

Challenge –> Success –> Self confidence –> Resilience

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

What is the negative cycle of behavioural therapy

A

Challenge –> Avoidance –> Low self confidence –> Vulnerability

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

How do we use CBT to overcome difficulties

A

Children don’t have cognitive behaviour so we usually use behavioural therapy
Parents are the collaborators in the team
Step-wise approach on the ladder to success
Externalisation- disorder is not a matter of blame
Overcoming barriers to change- problem solving

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

What are good practice when using psychological therapy to treat an eating disorder?

A

Get everyone on board to achieve a limited goal, use metaphors like climbing mountains.

Sand dune metaphor- taking every step up leads to a small step backwards

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

What are the key concepts of psychological therapy upon mental health disorders in children?

A

Psychoeducation - explain the problem in terms that make sense to everyone
Goal- setting choosing reasonable objectives that can be achieved
Step-wise progression
Motivating
Externalising, taking blame, anger and guilt out of the equation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

What is autism

A

A neurodevelopmental disorder

A problem with the growing brain defined as persistent, pervasive and distinctive behavioural abnormalities

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

What is the difference between autism and Aspergers?

A

Aspergers- normal IQ
Autism - low IQ

old terms so it’s all defined as an autism spectrum as of now

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

What are some distinctive features of autism?

A

Reciprocal conversation
Expressing emotional concern
Non verbal communication- pointing, changed eye contact facial expressions

Mannerisms and stereotypes
Obsessions preoccupations and interests
Rigid and inflexible patterns of behaviour (routines, rituals, plays)

17
Q

What aspects are decreased in autism?

A

Self-other perspective taking
Sharing/ divided attntion
Flexible learning
Social understanding

18
Q

What aspects are increased in autism?

A

Rigidity
Sameness
Fixed learning patterns
Technical understanding

19
Q

What is shown in younger people with a low IQ

A

Joint attention to others
Emotional response
Movements/ Actions

20
Q

What is shown in older people with a high IQ

A

Struggle to conversate
Struggle with empathy
Struggle to have a wide range of interests

21
Q

What causes autism?

A

Strong genetic link

Rubella, Collsal agenesis Down’s syndrome, fragile X, tuberous sclerosis

GWAS identifies modulators of genetic expression e.g. rbfox 1

Epigenetics

Broad phenotypes in siblings and parents

22
Q

What are the majority of proteins associated with autism linked with

A

Glutaminergic Pathways and GABA

23
Q

How does people with autism and a normal IQ caused

A

Only effects on synaptic function and plasticity (turnover)

24
Q

How does people with autism and a low IQ caused

A

Effects on synaptic function, neural migration adn brain development

25
Q

What are some common clinical problems in those with autism?

Not done

A 
Learning disability
Disturbed sleeps and eating habits
Hyperactivity
High levels of anxiety and depression
Obsessional compulsive disorder
School avoidance
Aggression
Temper tantrums
Self injury/self harm
Suicidal behaviour (6 times more common)
26
Q

How do we manage autism?

A

Recognise, describe and acknowledge the condition
Establish the needs of the young person
There is a can’t and a won’t
If you decrease the demands, the stress is reduced and coping improves. Psychopharmacology is also key

27
Q

What is the broken leg metaphor?

A

You wouldn’t run on a broke leg
Yiu wouldn’t get them to climb a a tree
Alternately cannot just immobilise them
Need to get them going, give them tasks and increase this as time goes on

28
Q

What is ODD?

A 
Irritable and headstrong
Learned behaviour
Enacted to obtain a desired result
More likely to obtain a desired result
Associated with adversity
29
Q

What is ADHD?

A

Aggression is impulsive (although may not be a feature)

Poor cognition control and ability to sustain a goal
Often remorseful
Resistant to pure behavioural management
Stronger genetic component

30
Q

How do we manage hard to manage children?

A

It can be caused by many things
Look to correct negative factors that have caused this
Parent training programs may be effective
Multi-systemic therapy acts to correct all of these

31
Q

What is parent training?

A

A long structured program whereby teach parents to encourage good behaviours by reward rather than punishment
1-2 hours for 8-12 weeks
Structured
Informed by social-learning theory e.g. modelling behaviour
Focus on positive behaviour and developing positive parent-child relationships

Year 3 Psych (33 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions