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mental illness > Child/Youth Mental Health > Flashcards

Child/Youth Mental Health Flashcards

1
Q

What is social and emotional wellbeing?

A
  • a resource for living and learning
  • enables resilience in the face of adversity
  • essential for all children to flourish + meet potential
  • Crucial for human development across domains, stages, relationships
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2
Q

What are the domains of Child Development

A
  1. Physical (genetic/biological)
  2. Cognitive (intellectual/language)
  3. Emotional (feelings/regulation)
  4. Social (Behaviour/Relationships)
  5. Spiritual (Ethics/Constructive engagement)
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3
Q

What are the stages of Child Development

A

Preconception -> birth
Infancy -> Birth though 12 months
Early childhood -> 1-6 years
Middle childhood -> 7-12 years
Adolescence -> 13-18 years
adulthood - 19 years and beyond

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4
Q

What are the levels of child development in relationships

A

child.. family… community… culture… environment

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5
Q

What are basic children’s needs

A
  • safety, security, stability, healthy living conditions
  • warm and authoritative parenting
  • good nutrition and opportunities for physical activity
  • developmentally appropriate learning experiences
  • access to effective public health and health=social services
  • ability to play and be creative
  • culture, language, constructive resilient communities
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6
Q

What does good child emotional and social well being entail?

A
  • capacity to manage feelings/behaviour
  • ability to engage in positive relationships
    ability to be creative
  • sense of purpose/hopefulness
  • connection to culture, language, identity
  • ability to make contributions to larger community
  • strengths and resilience in face of adversity
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7
Q

what percentage of children with mental disorders received any service for these conditions

A

only 44.2%

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8
Q

What is the impact of childhood mental disorders

A
  1. profound adverse individual consequences (distress, social exclusion, costs, to adulthood -> under education, underemployment, poor physical health, increased mortality)
  2. Profound adverse collective consequences
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9
Q

What are some examples of childhood adversities that contribute to behaviour problems, anxiety, depression, and problematic substance use?

A
  1. racism + colonialism
  2. Family socioeconomic disadvantage
  3. Child maltreatment
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10
Q

How do things ‘get under the skin’

A

influences
- developing brain architecture
- physiological stress response systems
- emotional dysreguation
- epigenetic changes

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11
Q

What should we be doing for all children

A
  1. address determinants and avoidable childhood adversities
  2. Address service shortfalls
  3. add further services as needed
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12
Q

What should we be doing for children with mental health risks or symptoms?

A
  • offer effective prevention programs
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13
Q

What should we be doing for all children with more severe symptoms or disorders?

A

Offer effective treatment services

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14
Q

What does adopting a life course perspective mean?

A
  1. identify key opportunities for minimizing risk factors
  2. enhance protective factors
  3. through evidence based interventions at key life stages
  4. from preconception - early years - adolescence - working age - older age
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15
Q

What are the measure outcomes?

A

All children - promote healthy development

All Children at Risk - prevent disorders

All Children with Disorders - provide treatment

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16
Q

How does Canada’s health spending look like?

A
  • most towards older Canadians 65+
  • 6% for public health including prevention
  • preventing just one case of a severe childhood problem saves a lot
  • prevention program can yield money
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17
Q
A
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18
Q

What is epidemiology?

A

*cornerstone of public health and healthcare
- shapes policy and practise by identifying risks, strengths
- targets for prevention and treatment

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19
Q

What do prevalence and incidence need and what do they do?

A
  • need reliable and valid measures
  • accurate estimates in general population of interest over time + across places
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20
Q

How does mis-diagnosis have severe consequences

A
  • over diagnosis = unneeded treatment, labelling, stigma
  • under-diagnosis = children do not get treatment they need
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21
Q

What are some examples of diagnostic controversies?

A
  • altered autism definitions = fears of reduced service access
  • transgender as a diagnosis now gender dysphoria
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22
Q

What are challenges in measuring children’s mental health?

A
  1. Dynamic - dynamic nature of human development, measures must change as development unfolds
  2. Relational - Children highly dependent, must consider family, school, community
  3. Definitions and measures - not agreed upon, information differs by informant source
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23
Q

What is risk

A

correlate

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24
Q

what is a risk factor

A

correlate that PRECEDES outcome of interest

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25
Q

what is a causal risk factor

A

when changed, changes outcome

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26
Q

What are mediators/moderators?

A

Intermediate/proxy influences

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27
Q

What is a big risk factor for multiple disorders found in prospective studies

A

Family adversity

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28
Q

What are the integrated models of child development

A
  • consider both biological/genetic and social/environmental aspects
  • life experiences
  • genes and environment over time
  • individual variation
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29
Q

How do children thrive despite adversity

A
  • protective factors
  • resilience now defined as a developmental process - ABILITY TO THRIVE DESPITE SIGNIFICANT ADVERSITIES
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30
Q

What are the implications for intervention

A
  • ensure children’s basic needs are met
  • Promoting mental wellness / give families and children skills to cope
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31
Q

What are children’s basic needs

A
  • safety, stability, supports
  • warm and authoritative parenting
  • positive adult, peer, community relationshipts
  • successful school - work - community experiences
  • inclusion
  • recreational opportunities
  • opportunities for meaningful engagement
  • ensuring availability of effective services
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32
Q

What is primary prevention

A

reducing incidence

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33
Q

What is secondary prevention

A

Reducing reocurrences or exacerbations of existing cases

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34
Q

What are tertiary prevention

A

reducing duration or degree of disability

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35
Q

What kind of prevention is the goal in children’s mental health?

A

primary prevention

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36
Q

What is the best way to evaluate interventions

A

Randomized control trials

  • positive benefits according to two or more RCT’s evaluating outcomes in children
  • for psychosocial - follow up of 3 months or more
  • for meds, blinding + placebo controls
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37
Q

What is separation anxiety

A

fear of leaving primary caregivers (younger children)

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38
Q

What is involved with CBT for childhood anxiety?

A
  • learn about fear
  • learn to relax
  • Learn to fight your fear
  • fight your fear
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39
Q

How are we preventing suicide

A
  • make sure children’s needs met
  • prevent and treat depression (CBT)
  • prevent and treat problematic substance use
  • prevent suicide
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40
Q

What is oppositional defiant disorder

A
  • pattern of angry or argumentative behaviour involving 4+ symptoms over 6+months
  • loses temper a lot
  • easily annoyed, angry, resentful
  • actively defies or refuses requests or breaks rules
  • deliberately annoys others
  • blames others
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41
Q

What is conduct disorder

A
  • repetitive and persistent pattern of severe antisocial behaviour involving 3+ symptoms over 12+ months
  • being aggressive to people or animals
  • destroying property, setting fires
  • deceiving people or stealing
  • violating serious rules
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42
Q

How to prevent behaviour disorders

A
  • make sure children’s needs are met
  • give families and children skills to cope
  • Parent Training
  • multicomponent programs including behaviour therapy, enriched school curricula…
  • meds - serious side effects
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43
Q

How to prevent childhood substance misuse

A
  • make sure children’s needs are met
  • control availability and ensure positive role models
  • give families and children skills to cope
  • multicomponent programs..
44
Q

What is preventure

A
  • prevention program for high risk adolescents
  • target 4 personality risk factors
    1. hopelessness
    2. anxiety sensitivity
    3. impulsivity
    4. sensation seeking
45
Q

What is Childhood ADHD

A
  • problems with attention or hyperactivity can be common but problematic if severe and persistent
  • 6+ symptoms across 2+ settings
  • inconsistent with developmental level, several symptoms before 12
46
Q

How to prevent childhood ADHD

A
  • make sure children’s basic needs are met
  • give families and children skills to cope
    -psychosocial treatment (parent training, multicomponent interventions)
  • medication
47
Q

What is childhood autism

A
  • many children have difficulties with social communication and interactions, but autism involves severe and persistent problems across multiple contexts
  • not simply due to intellectual disability
48
Q

How to treat childhood autism

A
  • better prognosis if identified and treated early
  • psychosocial treatment
  • treatment helps/mitigates, but usually a chronic condition
  • intensive family supports are crucial
49
Q

What is childhood OCD

A
  • any child can have temporary recurrent thoughts or rituals, but OCD involves severe + persistent problems
  • obsessions… repeated attempts to ignore or suppress (ex:
  • compulsions
  • consume over 1 hour a day
50
Q

How to treat childhood OCD

A
  • psychosocial treatment
  • medications
    -family supports + education = crucial
51
Q

What are childhood eating disorders?

A
  • many children have phases of fussy eating, but disorders involve severe and persistent problems
  • anorexia
  • bulimia
  • binge eating
  • avoidant/restrictive food intake disorder
52
Q

How to address childhood eating disorders?

A
  • prevention (multicomponent interventions)
  • psychosocial treatment (family therapy, hospitalization to stabilize those who are very ill)
53
Q

What is psychosis?

A

delusions or hallucinations interfering with ability to connect with reality + care for oneself

54
Q

What is Childhood BP

A
  • manic episodes often preceded by or interspersed with hypomanic and or major depressive episodes
  • psychosis may develop = hospitalization
  • diagnosis highly controversial in younger children
55
Q

What is childhood schizophrenia?

A
  • 2+ psychotic and/or negative symptoms over 4+ weeks
  • continuously impaired functioning over 6+ months
  • often ‘prodromal’ symptoms in young people (transient perceptual disturbances, social withdrawal, reduced school performance)
56
Q

How to address childhood BP

A
  • psychosocial treatment
  • medications (serious side effects)
  • intensive child + family supports are crucial
57
Q

How to address childhood schizophrenia

A
  • medications (serious side effects)
  • intensive child + family supports are crucial
58
Q

What are examples of diverse developmental abilities and causes

A
  • intellectual disability (genetic and environment?)
  • fetal alcohol spectrum disorder (prenatal alcohol exposure)
59
Q

Why has overall prevalence of neurodevelopment disorders increased 15% in 10 years

A

“counting”
- greatest increases in wealthier groups (but still 1.5 times in disadvantaged)
- diagnostic changes, reduced stigma, demand services

60
Q

Neurodiversity can be defined as

A
  • a range of difference between how people’s brains may function and how they might behave as a result
61
Q

what causes autism

A

no single cause

62
Q

what can cure autism

A

nothing, no cure

63
Q

What are the 3 most common mental disorders in childhood

A

Anxiety, ADHD, Oppositional defiant disorder

64
Q

What conditions typically start before age 6

A

autism, ADHD, Oppositional defiant disorder

65
Q

What was the global impact of COVID on children

A
  • extreme poverty
  • at risk of vaccine preventable illnesses
  • more child deaths
  • more child marriages
  • school closure
  • isolation and quarantine
66
Q

How was COVID transmission like

A

adult -> child -> in homes + community

children not a primary driver

67
Q

How did covid change children’s mental health

A
  • certain mental disorders increased (anxiety, PTSD, depression, behaviour problems)
  • worse outcomes associated with injury, bereavement, witnessing injury or death, prior adverse experiences, fewer supports
68
Q

How did COVID change children’s physical wellbeing

A
  • less active = less sports
  • eating less healthy foods + eating more
  • spending more time on screens
69
Q

What did COVID fuel

A
  • social disparities
  • racism
70
Q

What were the cumulative adversities during covid

A
  • socioeconomic disadvantage
  • pre-existing conditions
  • racism
  • being a child
71
Q

how to help kids cope with covid

A
  • adults as role models
  • adults talk things through + remain calm
72
Q

How does keeping schools open help?

A
  • reduce social inequities
  • practice prevention in schools to reduce risk
  • control community transmission
73
Q

What was childhood previously not recognized as?

A
  • quantitatively different from adulthood
  • a developmentally “vulnerable” period
74
Q

What was the basic protections for children in the early 1900s in Europe and North America?

A
  • restrictions on child labour
  • mandatory public schooling for all children
  • child protection laws governing responses to maltreatment
  • criminal codes directing different treatment of young people
75
Q

What are 3 competing ideas about childhood

A
  1. Children as “chattel”
  2. Children as “equals”
  3. Children as “vulnerable”
76
Q

What is the idea of children as chattel and it’s critiques

A
  • children’s role to contribute to family + community survival
  • children ‘belong’ to parents/families
  • parents have rights on treatment… = socioeconomic duress may be used as a justification (for child labour)
77
Q

What is the idea of children as equals and its critiques?

A
  • children are responsible (for their behaviour)
  • can be difficult to recognize children’s differing developmental capacities
  • children are dependent, lack real power = PSEUDO-EQUALITY
78
Q

What is the idea of children as vulnerable and critiques?

A
  • adult role = provide, protect, nurture
  • children have limited responsibilities according to developmental stages
  • protection can be patronizing
  • some concerned there is a risk of children failing to have consequences
79
Q

What is the UN convention on the rights of the child and when made

A

1989
- all children have rights
- to safety and nurturing
- to opportunities to thrice
- protect from discrimination
- protections from forced labour, child marriage, deprivation of legal identity
- grants right to health care, education, freedom of expression
- parental leave

80
Q

What was added on general comment no. 26 to children’s rights

A

addresses climate emergency, collapse of biodiversity and pervasive pollution

81
Q

What is child maltreatment

A

any oct of commission or omission by a parent or caregiver that results in harm, potential for harm or threat of harm to a child
- harm may not be intended
- caregivers can include temporary custodial roles

82
Q

What is the estimate of children that have experienced psychical, sexual, or emotional violence or neglect in past year

A

up to 1 billion
- experiencing violence in childhood impacts lifelong health and well being
- evidence shows that violence against children can be prevented

83
Q

What is the primary category of child maltreatment

A
  • Exposure to intimate partner violence
84
Q

What are the associations of child maltreatment

A
  • depression
  • anxiety
  • PTSD
  • behaviour problems
  • substance misuse
85
Q

Which international agreement protects children’s rights

A

United Nations convention on the rights of the child

86
Q

Children’s rights apply to everyone who is aged

A

under 18 years old

87
Q

What are the 4 I’s influencing policymaking?

A

individuals
institutions
ideas
interests (implicit or explicit)

88
Q

What are the levels of institution

A
  1. legislative (decisions for populations)
  2. administrative (decisions for populations)
  3. Clinical / practise (service/care for individuals)
89
Q

What do federal government roles do

A
  • provide transfer payments to provinces for health and social programs
  • oversee
  • administer
  • lead special initiatives
90
Q

What do provincial/territorial roles do?

A
  • deliver health + social programs
  • oversee child protection + education legislation
  • lead special initiatives
  • provide transfer payments to municipalities
91
Q

What do regional health authority roles do

A

deliver primary, secondary, and tertiary healthcare programs

92
Q

What do school district roles do

A

deliver primary and secondary education programs

93
Q

What do municipal roles do

A

deliver selected programs

94
Q

What do indigenous government roles do

A
  • deliver wide range of health and social programs
  • ensure cultural continuity and integrity
95
Q

What do practitioners do

A

work within organizational frameworks

96
Q

What do news media do?

A
  • play vital role as public ‘watchdogs’ in democracies
  • raise public awareness = influence public policy agenda setting
  • determine what policy makers + public think about , but not necessarily what to think
97
Q

What do courts and human rights tribunals do

A
  • provide checks + balances on policy
  • rule on fairness, legality/constitutionality
  • provide a vehicle for challenges by citizens
98
Q

What are aspects of interest?

A
  1. politicians = represent diverse interests…respond to emerging problems
  2. civil servants = diver best advice to politicians while considering public opinion
  3. both = represent own interests…
99
Q

What do practitioners advocate

A

patients interests

100
Q

what do families advocate

A

child’s interest

101
Q

What do coalitions and think tanks advocate

A

specific issues

102
Q

What do businesses advocate

A

advocate for shareholders..

103
Q

What are conflicts about ideas

A

conflicts persist about what we OUGHT to do

104
Q

What do individuals do

A

exert powerful influence
- create, inhabit, transform, maintain institutions
- develop and align various interests
- create and market ideas

105
Q

What is policy

A

what is -> what OUGHT to be?

106
Q

What are policy windows of opportunity

A
  • policy making proceeds iteratively
107
Q

What are policy options for progress

A

doing forward on the path
- constructive change, opposing destructive change
- finding stability, while doing important work
- choosing hope
- taking leadership

mental illness (16 decks)

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