Class 10: Internalizing Disorders - Depression Cont./ Anxiety Flashcards
Cognitive restructuring
Designed to modify premises, assumptions, and attitudes underlying child’s thoughts
Attribution retraining
Modifying child’s thinking toward how they attribute events (e.g. making internal/stable/global attributions for negative events external/unstable/specific attributions for positive events)
Three main aspects of cognitive procedures for depression/other internalizing disorders
Cognitive restructuring
Attribution retraining
Modeling
Self control procedures (and example)
Involve training child to self-monitor, self-evaluate and self-reinforce (e.g. pleasant event schedule to change focus from negative events to positive)
Difference between traditional CBT and DBT/ACT
Traditional CBT focuses on modifying content/structure of thoughts whereas DBT/ACT focus on modifying relationship individual has with thoughts
School-based treatment for depression considerations
- Time demanding
- Need to consult with teachers/principals prior to beginning treatment (go over pros/cons, helps teacher understand treatment)
When should CBT interventions be used in cases of depression?
When cognitive distortions predominantly contribute to depression
When should environmental/behavioral variables be emphasized in CBT treatment for depression?
When cognitive distortions play minor role in depression, and environmental variables predominate (e.g. bullying, abuse etc.)
Difference between fear and anxiety
Fear - reaction to real/perceived threat, present-oriented
Anxiety - apprehension/tension negative emotion absent of danger, future-oriented
Three Response System of Anxiety
Feelings
Thoughts
Physiology
Separation Anxiety Disorder (When to worry)
Child fearful of losing/harm to attachment figures
Repeated nightmares about separation
Physical symptoms when facing separation
Generalized Anxiety Disorder (GAD) What if? Disorder
Excessive worrying about everyday occurrences
6 months of:
Excessive anxiety/worry
Difficult to control worry
1+ symptoms:
Restlessness, easily fatigued, muscle tension, sleep disturbance etc.
Anxiety is maintained by _____ ___________
negative reinforcement
Assessment of school refusal should always include a ______ _____ _______
Functional behavioral assessment
School refusal can be maintained by both ________ & _______ reinforcement
Negative - avoidance of what others think/bad things at school
Positive - attention from others, get rewards at home (tv, games)
