Child Psych Chapter 4 Flashcards
Clinical Assessment
Assessing the child’s emotional, behavioral, and cognitive functioning with environmental consideration
Individual focused
Idiographic Strategy
Focus on child’s individual traits and characteristics
Gender Considerations
Boys show disorders earlier, with more externalizing symptoms
Girls show disorders later, with more internalizing symptoms
Cultural considerations
Ethnic minorities have greater risk of being misdiagnosed or underdiagnosed
Cultural signs and symptoms of distress
Purposes of Assessment
Description and Diagnosis
Prognosis and Treatment Planning
Clinical Description
Summary of unique behaviors, thoughts, and feelings that make up disorder
Include intensity, frequency, and severity, with age of onset and duration
Diagnosis
Analyzing information and drawing conclusions with formal label
Prognosis
Prediction about future behavior under specified conditions
Clinical Interviews
Flexible, conversational style with minimal guidance to gather information and generate hypotheses
Behavioral assessments
Evaluation of child’s thoughts, feelings, and behaviors in specific situations
Written Scales- Child Behavior Checklist (CBCL)
Behavioral observation
Focus on ABCs
ABCs of Behavior
Antecedent- Preceding situation
Behavior
Consequences
Psychological Testing Domains
Developmental
Intelligence
Projective
Personality
Neuropsychological
Intelligence Testing
Evaluate problem solving, verbal ability, and social intelligence
Wechsler- WISC-V
WISC-V Domains
Full-scale IQ
Verbal comprehension
Visual-spatial
Fluid reasoning
Working memory
Processing speed
Projective Testing
Assess child’s reaction to ambiguous stimuli
Inkblot, thematic picture, drawing, and play
Learn about coping, affect, self-concept, and interpersonal functioning
Personality Testing
Assessed through interviews, projective, behavioral, and checklists
Minnesota Multiphasic Personality Inventory (MMPI-A)
Neuropsychological Testing
Consists of comprehensive tests of cognitive functions, perception, motor, and emotional/executive control
Psychopathology Classification
Representation of major categories of child psychopathology to facilitate research and communication
Categorical systems
Assume diagnosis has underlying cause and are unique
Preferred for clinical purposes
Dimensional Systems
Based on statistical data for independent dimensions or traits of behavior
Preferred for research
Childhood-specific DSM Disorders
Neurodevelopmental disorders- ID, ASD, communication, learning disorders
ADHD
Motor disorders
DSM-5 Specifiers
Come after diagnosis to indicate presentation or co-morbidities and severity
Pros of diagnostic labels
Summarize and order observations
Facilitate communication and research
Recognition and understanding
Simpler to conceptualize
Cons of diagnostic labels
Stigma
Changes in perception and treatment
Negative self-perception
Prevention
Decrease chance of undesired outcomes
Treatment
Corrective actions that will permit successful adaptation by eliminating or reducing undesired problem
Maintenance
Efforts to increase adherence to treament
Cultural compatibility hypothesis
Treatment is going to be more effective when compatible with cultural patterns of the child and family
Treatment goals for child
Reduce symptoms and impairment
Enhance social competence
Improve academic performance
Treatment goals for family
Reduce dysfunction
Improve relationships
Reduce stress
Improve quality of life
Reduce the burden of care
Improve family support
Treatment goals for society
Improve school participation
Decrease juvenile justice and special service
Reduce injuries and substance abuse
Enhance health
Reduce health care costs
Ethical considerations
Act in client’s best interest
Active and voluntary client participation
Record and documentation
Protect confidentiality
Ensure therapist competency
Psychodynamic treatment approach
Psychopathology determined by unconscious and conscious conflicts
Focus on unconscious awareness
Resolve conflict and develop coping strategies
Behavioral Treatment Approach
Re-educate child
Positive reinforcement, time-out, modeling, desensitization
Cognitive Treatment Approach
Psychopathology result from distorted thinking
Change faulty cognitions
Cognitive-Behavioral Treatment Approach
Result of faulty thought patterns, learning, and environment
Identify maladaptive cognitions and replace
Teach coping strategies and behavior regulation
Child-centered Treatment Approach
Psychopathology is result of social or environmental circumstances
Relate using empathy, acceptance, and self-direction
Family Treatment Approach
Variables in family system cause dysfunction
Interact with entire family to resolve
Improve communication, dynamics, boundaries, etc.
Neurobiological Treatment Approach
Medications to treat impairment or dysfunction within brain
ECT, large vitamin doses, elimination of preservatives
Combined Treatment Approach
Use multiple intervention strategies
Core principles:
Feeling calm
Increasing motivation
Repairing thought
Solving problems
Trying the opposite
