childhood and adolescent psychological problems Flashcards

1
Q

how many young people are diagnosed with mental health problems?

A
  • 10% of children and young people (aged 5-16 years) have a clinically diagnosable mental health problem
  • 70% of children and adolescents who experience mental health problems HAVE NOT HAD appropriate interventions at a sufficiently early age
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2
Q

What are the difficulties associated with diagnosing psychological problems in childhood?

A
  • issues with communication and articulation in children
  • may report a lot of physical issues (e.g. feeling sick)
    –> this could suggest a physical issue when really it’s mental
  • might change as children grow
    –> might grow out of their problems
  • stigma
    –> label given to a child could stick
  • over and under diagnosis issues
  • considering what is appropriate for their age
  • cultural norms
  • quick development trajectories
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3
Q

what are the problems with NOT treating?

A
  • problems can persist over time
  • can become more serious when left
  • can effect daily life and education/careers
    –> may result in criminal activity and prison
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4
Q

incidence of mental health problems in children and adolescents in Great Britain (2004)

A
  • some studies report incidence as high as 20%
  • most studies using kids 5-10 is around 10%
  • between 10-12% for kids aged 11-16
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5
Q

externalising disorders

A
  • disorders based on outward-directed behaviour problems
  • such as:
    –> aggressiveness
    –> hyperactivity
    –> non-compliance
    –> impulsiveness
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6
Q

internalising disorders

A
  • disorders represented by more inward-looking and withdrawn behaviours
  • may represent the experience of:
    –> depression
    –> anxiety
    –> active attempts to socially withdraw
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7
Q

childhood anxiety

A
  • separation anxiety
    –> specific to childhood
  • child OCD
    –> similar to adult apart from children can get compulsions without obsessions
    –> e.g. behaviours WITHOUT the intrusive thoughts
  • General anxiety disorder
    –> (similar to adult) chronic worrying about potential problems and threats, pathological worrying
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8
Q

types of OCD

A
  • checking
  • contamination
  • symmetry and ordering
  • ruminations/intrusive thoughts
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9
Q

adult vs child cycle for OCD

A

-adults:
obsessions -> anxiety -> compulsions -> relief
- children:
anxiety -> compulsions -> relief

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10
Q

OCD diagnosis

A
  • diagnosis is dependent on the obsessions and compulsions causing marked distress
  • time consuming or significantly interfering with the persons normal daily living
  • symptoms cannot be explained by other disorders
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11
Q

stats for childhood anxiety

A
  • 4-7 years old fear separation from parents and fear of imaginary creatures
  • 11-13 years old worry about social threats
  • 8 year olds have double the worries of 5 year olds
  • 1% in the UK, some US studies show 11%
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12
Q

specific phobias

A
  • normal:
    –> appear and disappear quickly
    –> e.g. heights, water and spiders
  • social phobia:
    –> begins as a fear of strangers
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13
Q

anxiety

A
  • moderate heritability (54%)
  • impacted by:
    –> trauma
    –> modelling
    –> exposure to information
    –> parenting style
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14
Q

childhood and adolescent depression

A
  • difficult to recognise in young children:
    –> ‘clingy’ behaviour
    –> school refusal
    –> exaggerated fears
  • somatic complaints:
    –> stomach aches
    –> headaches
  • same as adult with minor amendments (DSM-5)
  • range of heritability figures reported
  • some studies find low heritability in childhood increasing in adolescence
  • in younger children abuse or neglect are risk factors
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15
Q

2 broad categories in the increased risk of depression

A
  1. genes
    –> more likely if parents have depression
  2. psychological factors
    –> modelling depressive behaviours
    –> parenting styles
    (might not respond well to child emotions, fewer positive enrichment activities)
    –> attributions (more linked to depression)
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16
Q

ambiguous scenarios test

A
  • given an ambiguous scenario
  • asked to describe how you think it will go
  • the outcome measure is the emotional valence rating of each description made by participants on a 9-point scale
    –> ranging from extremely unpleasant (AST-D - pessimistic) to extremely pleasant
17
Q

ADHD

A
  • ADHD with inattentive presentation
  • ADHD with hyperactive/impulsive presentation
  • can have combined presentation
18
Q

treatment of childhood and adolescent psychological problems

A
  • drug treatments
    –> similar to adults
  • family interventions:
    –> systemic family therapy (communication, structure and organisation)
    –> parent management training (not rewarding antisocial behaviours)
    –> functional family therapy (strengthens relationships)
  • CBT
  • play therapy
19
Q

what are the problems with drug treatments in childhood/adolescence compared to adulthood?

A
  • over dependence
    –> risk of needing to use them for a really long time
  • brain is still changing and developing
    –> drugs can impact this
  • chance of addiction if we take them too young
20
Q

animals to test drugs

A
  • mice
  • mice move around less when they’re less nervous
  • give them anti-depressants (e.g. Prozac) and observe the effects
  • mice move less with Prozac (less nervous?)
21
Q

does making decisions in partnership with children and their parents improve child mental health?

A
  • shared decision making has positive correlation with child mental health
  • mutual understanding between clinician and the child
  • parents and professionals listening to children and letting them help make the decisions
22
Q

2 types of disruptive behaviour disorders

A
  1. oppositional defiant disorder (ODD)
  2. conduct disorder (CD)
    –> CD before age 10 (childhood)
    –> CD after age 10 (adolescence)
23
Q

callous and unemotional traits (CU)

A
  • persistent behaviour that highlights a lack of empathy and a disregard for others
  • issues with emotional and behavioural regulation
    –> more similar to adult psychopathy than antisocial youth
  • less sensitive to punishment cues especially when keen for a reward
    –> example of distinctive cognitive characteristics
  • CU traits are positively related to intellectual skills in the verbal realm