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RW Child Health > Child Mental Health > Flashcards

Child Mental Health Flashcards

1
Q

What is DALY and what does it measure?

A

Disability Adjusted Life year - a measure of overall disease burden, expressed as the number of years lost due to ill-health, disability or death

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2
Q

In terms of Freud’s theory, what does proximity maintenance, safe haven and secure base mean?

A

Proximity maintenance: The desire o be near the people we are attached to

Safe haven: Returning to the attachment figure for comfort and safety in the face of a fear or threat.

Secure base: The attachment figure acts as a base of security from which the child can explore the surrounding environment.

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3
Q

What test is used to assess attachment in children in up to 24 months of age?

A

Strage situation test

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4
Q

What are the 4 categories of infant attachment?

A
  1. Secure attachment (70%) - child explores using carer as secure base, sad when they leave but easily soothed - indicates consistent caregiver
  2. Insecure avoidant attachment - child ignores carer on reunion (stranger not treated any different to carer) - indicates absent caregiver
  3. Insecure resistant attachment - child often clingy/difficult to comfort but sometimes rejecting on reunion - indicates inconsistent carer
  4. Disorganised attachment - No cohesive response, bizarre behaviour eg. Soiling, destruction of possessions, odd noises (associated with trauma)
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5
Q

Temperamental traits

A

Temperamental traits can be seen as inherent, constitutionally based characteristics that constitute the core of personality and influence directions for development. (genetics of personaolity - what you’re born with)

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6
Q

What are the 3 updated dimensions of temperament in studying children?

A
  • Activity
  • Emotionality
  • Sociability

Temperament is inherent, but development of temperament can be influenced by the environment.

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7
Q

What influences can affect a childs’ resilience?

A
  • They have a positive relationship with a competent adult (attachment)
  • They are good learners and problem-solvers (temperament)
  • They are engaging to other people (temperament)
  • They are good at things valued by self or society (systems)
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8
Q

What is the main neurotransmitter in depression?

A

Serotonin

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9
Q

What 3 components are there to the social learning theory?

A
  • Cognitive factors (knowledge, expectations, attitudes)
  • Behavioural factors (skills)
  • Environmental factors (social norms, influence of others)
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10
Q

What is an important concept with Erikson’s psyhcosocial theory of development?

A

At each stage there is a principle conflict e.g. infancy = basic trust vs mistrust

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11
Q

What are the stages (4) in Piaget’s cognitive development?

A
  1. Sensorimotor (0-2 years)
  2. Preoperational (2-7 years)
  3. Concrete operational (7-11 years)
  4. Formal operational (11+ years)
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12
Q

Which area of the brain is the last to develop?

A

Frontal lobes (and therefore organising information, using strategies to aid storage and recall are some of the last skills to develop)

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13
Q

What are the ages and stages in development (age categories)?

A
  • Infancy (birth to 1)
  • Toddler (1 to 3)
  • Pre-school (4 to 5)
  • Middle childhood (6 to 12)
  • Adolescence (13 +)
    • ​Early adolescence (11-13)
    • Middle adolescence (14-15)
    • Late adolescence (16+)
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14
Q

What are the important stages of adolescent development?

A
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15
Q

What 3 main issues do views of adolescence now revolve around?

A
  • Brain cortex grey/white matter changes
  • Change in balance of dopamine circuits
  • Increasing importance of peer group standards and involvement
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16
Q

What are the 11 developmental tasks of adolescence?

A

The adolescent must:

  1. Adjust to a new physical sense of self.
  2. Adjust to new intellectual abilities.
  3. Adjust to increased cognitive demands at school.
  4. Develop expanded verbal skills.
  5. Develop a personal sense of identity
  6. Establish adult vocational goals
  7. Establish emotional and psychological independence from his or her parents
  8. Develop stable and productive peer relationships
  9. Learn to manage her or his sexuality
  10. Adopt a personal value system.
  11. Develop increased impulse control and behavioural maturity.
17
Q

What are the different types of carer, particularly in terms of anorexia? (yep, i mean the weird animal analogies)

A
  • Jellyfish - too much emotion and too little control (emotional and useless)
  • Ostrich - too little emotion and too little control (bury head in the sand)
  • Kangaroo - too much emotion and too much control (coddling, keeping them in your pouch)
  • Rhinoceros - too much logic and too little warm emotion (frustrated at lack of logic)
  • Jack Russell - nipping away and eventually ignored
  • Dolphin - just enough caring and control
  • St Bernard - just enough compassion and consistency
18
Q

When does Level 1 Team Around the Child (TATC) activate?

A

When the Named Person assesses that the support available within their own resources is not sufficient to address the wellbeing concerns around for a child and determines that additional support is required from within their own agency

19
Q

When does Level 2 Team Around the Child (TATC) activate?

A

When evaluation of the single agency response indicates that there are insufficient resources within the single agency to resolve the wellbeing concerns

20
Q

When does Level 3 Team Around the Child (TATC) activate?

A

Where the voluntary integrated approach implemented at Level 2 has not resolved the issues and the wellbeing concerns will have escalated or the child may be deemed to be at risk. At this stage referral to the Scottish Children’s Reporter or to Options is being seriously considered.

21
Q

What are examples of indicators of child health inequality?

A
  • Family breakdown / disharmony
  • Lack of family ‘rituals’
  • Poor domestic / financial management
  • Neglect
  • Lack of boundaries / discipline
  • Lack of routine / consistency
  • Violence / abuse
22
Q

What is the McMaster Model for Family Functioning?

A

The aim of the model is to describe the structure of a family system, or any group of people attempting to function as a unit. It allows examination of families along the total spectrum ranging from healthy to severely pathological in their functioning.

23
Q

What are the elements of the McMaster Model?

A
  • Problem solving
  • Roles
  • Communication
  • Affective responsiveness
  • Affective involvement
  • Behaviour controls
24
Q

What makes up the level 1 TATC?

A

Single agency only

25
Q

What makes up the Level 2 TATC?

A

TATC at this level is multi-agency, a Lead Professional will be required to coordinate the Child’s Plan that will emerge.

>1 agency, usually 2 – ie School + GP/Social Worker. Usually led by Named Person

26
Q

What makes up the Level 3 TATC?

A

vel 3 is really multi-agency. This is where the health sector tends to get involved. Referral to Scottish Reporter is seriously considered

27
Q

What is Maudsley family therapy an example of and when is it used?

A

Beheavioural family therapy with a psychoeducational approach, used in anorexia. The 3 phases are:

  1. Weight restoration
  2. Returning control over eating to the adolescent
  3. Establishing healthy adolescent identity
28
Q

What is Maslow’s theory?

A

That people are motivated to achieve certain needs. When one need is fulfilled a person seeks to fulfill the next one, and so on. One must satisfy lower level basic needs before progressing on to meet higher level growth needs.

29
Q

What is the differenc in thinking about attachment and temperament?

A
  • Temperament* is thought of as genetic influence over an individual’s mental health: i.e. a set of basic personality characteristics one is born with.
  • Attachment* on the other hand, is a concept that is used to illustrate environmental influence on one’s developing mental health, being a process that is thought to relate the earliest experience of being cared for by a mother or other caregiver.
30
Q

What is the 4P’s formulation model?

A

A formulation, which aims to capture real world contributors to the child’s presentation in a structured and solution focussed way, alongside diagnosis.

  • 1P: Predisposing:
    • What are the risk factors that led them here?
  • 2P: Precipitating
    • What was it that contributed to this changing from a being just risk of a problem, to an actual problem?
  • 3P: Perpetuating
    • What is keeping the problem going, or why isn’t it getting better?
  • 4P: Protective
    • What is in the picture that might be preventing the problem from being even worse? What strengths can be built on, to result in improvements?

RW Child Health (5 decks)

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