Class 9,10 - Psychoscoal Problems Flashcards

1
Q

Teen ___% rise in mortality rates compared to childhood

A

200

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2
Q

Adolescents more likely than adults > 25 to:

A

Binge drink
Smoke cigarettes
Have casual sexual partners
Engage in violent or other criminal behavior
Have fatal or serious automobile crashes

(Heightened risk-taking behaviors (e.g., reckless driving, binge drinking))

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3
Q

By the time they are seniors teens __

But after pot __

A

75% have tried alcohol
45% have smoked cigarette
43% have tried marijuana
32% have smoked marijuana at least once in past year
19% in the last 30 days

But after marijuana use of other drugs drops off considerably—

only 9% used illicit drugs other than pot in last 30 days

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4
Q

Excessive drinking responsible for more than __ deaths among underage youth

A

4300

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5
Q

Underage drinkers consume

8th vs 12th grade drinking

A

Underage drinkers consume more per occasion than adults

10% of 8th graders and 17% of 12th graders had a drink in past 30 days –2015 Monitoring the Future

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6
Q

Youth who start drinking before age 15 are ___ more likely to __

A

Youth who start drinking before age 15 are six times more likely to develop alcohol dependency or abuse later in life
(vs. those who begin binge drinking at or after 21)

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7
Q

teen risks in lab vs real world

A

Teens take more risks in the “real world” (it seems) than in experimental studies
in world - More opportunities to be exposed to risky situations

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8
Q

Motivational changes in transition to adolescence for risk taking

A

Increased sensation seeking
Influence of peer group
Greater romantic interests

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9
Q

Four general principles

A

Most problems reflect transitory experimentation
Not all problems begin in adolescence
Most problems do not persist into adulthood
Problems during adolescence are not caused by adolescence

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10
Q

Most problems reflect ___

A

transitory experimentation

rates of occasional experimentation far exceeds rates of enduring problems

Vast majority of teenagers do something against the law, very few go on to have criminal careers

Teens who experiment occasionally with risky behavior report a quality of life similar to abstainers

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11
Q

Most teens who have enduring problems with the law had problems ___

A

Most teens who have enduring problems with the law had problems at home and school at an early age

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12
Q

Many teens who develop depression during adolescence suffered __

A

other types of psychological distress, e.g., excessive anxiety, as children

just because problem desplayed durring adolsences does not mean it is a problem of adolesences

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13
Q

Substance abuse, delinquency and disordered eating tend ___

A

not to persist into early adulthood

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14
Q

Most teens who abused substances, committed delinquent acts or were bulimic as teens grow up to be ___

A

sober, law-abiding adults without eating disorders

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15
Q

At age 15, early maturing girls are more likely to ___

But these relationships explained by __

A

Caught for cheating
To have been truant
Try marijuana
6 xs more likely to have reported multiple instances of drunkenness

But these relationships explained by peer affiliation (Early-maturing girls report having older friends who engage in more risk behavior)

But these problems did not persist into early adulthood
They just went through a period during which they differed biologically from their same-age peers

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16
Q

Problem behavior is virtually never a direct consequence of ___

A

normative changes

e.g., “raging” hormones causing deviant behavior
e.g., rebelling against authority
e.g., unusual behavior the result of “identity crisis”

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17
Q

When teen exhibits a problem, e.g., depression, the worst possible interpretation is___

A

that it is a normal part of growing up

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18
Q

termoil theory

A

Adolescence is a normal period of symptom formation

would be psyophatological if desplayed by adults

Freudian” View
is a misconceptions

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19
Q

Generalization Gap

A

got termil theory from teens in clinical practice
if drawing infrenced from clinical sample - cannot generalize to all adolsences

when do represnative surveys - most teenares are not in termoil

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20
Q

Two Errors in termioul throry

A

Adolescence is a normal period of turmoil and psychological instability - we worry about adolsences (worry that there will be termoul)

Psychological symptoms that are observed are judged to be normal and expected - but we dont worry enough (when see termil dont worry enough)

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21
Q

Is adolescent personality discontinuous with childhood personality development?

A

No
Many infant & early childhood characteristics persist into adolescence (Resilience, self-confidence, passivity, dependency, social & intellectual competence)

Consistency in attitudes, aspirations and self-concept from early adolescence to adulthood

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22
Q

Characteristics persist into adolescence

A

Resilience, self-confidence, passivity, dependency, social & intellectual competence

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23
Q

Are adolescents emotionally unstable?

A

Few adolescents describe their lives in terms of turmoil, conflict, instability

Turmoil is the exception

Adolescent personality development is a relatively smooth process which unfolds gradually and without tumult and without incident.

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24
Q

what is in the incidence of mental health problems in adolescence?

A

20% (no issues at all)–60% (occaonal upset - not serous enough to be brough to metnal health profesonal)–20% (have serious issues)

Adolescents are no more likely to become psychologically disturbed than are adults

Adolescents are just as disposed to mental health as are adults

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25
Q

Is identity formation a crisis?

A

Identity exploration unfolds without disabling crisis

Clinically significant identity crisis is the exception

Identity formation takes place in the context of rising self-esteem and stable self-concepts

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26
Q

Are family relations in crisis?

A

Most adolescents do not reject parental values
Family relations are generally harmonious
Very few teens in “rebellion”

most teens
Respect parents
Want to be like them
Consider them reliable, sympathetic,
Express satisfaction with family life
Do not perceive major problems

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27
Q

But how to distinguish normal vs troubled teens?

A

Quanity - The more symptoms displayed

Persasaviness - The symptoms involve cognitive & behavioral problems at home, school, other contexts

Duration - The longer they last

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28
Q

____ the most common disturbance in adolescence

A

Depression

Internalizing Problems

29
Q

symptoms of depression

A

Emotional Symptoms
Dejection
Loss of enjoyment
Low SE

Cognitive Symptoms
Pessimism
Hopelessness

Motivational Symptoms
Apathy
Boredom

Physical Symptoms
Loss of appetite
Sleep difficulty

30
Q

Moods vs Syndromes vs Disorder

A

Mood
Feeling sad, depressed mood

Syndromes
Multiple symptoms of depression

Disorder
Having enough symptoms more severely experienced to be diagnosed with illness

31
Q

Moods of depression

A

Sadness or depressed mood is common

A third of teens feel so sad and hopeless so often they stop usual activities

About 25% of teens regularly feel depressed mood

32
Q

Syndromes and Disorder Depression

A

Fewer report wider range of symptoms in addition to sadness
~5% report symptoms of depressive syndrome
~3% meet DSM-IV criteria

33
Q

chidnood vs adolsensces depression

A

4-fold increase over childhood rates
Increasing prevalence of stressful events
Cognitive changes permit introspection & rumination

Dramatic increase at time of puberty

Same changes to brain’s dopamine system that increases vulnerability to reward-seeking

Increases intensification for desire for romantic, intimate relationships

34
Q

Girls vs Boys in depression

A

Girls more likely to have characteristics that put them at risk, even before puberty

girls more likrly than boys to have demoralizing experences
girls more likrly cope woth these things that make these worse - roominateion

35
Q

What are these vulnerabilities that girls have?

A

Interpersonal experiences sets up girls for demoralizing experiences (girls more ready than boys to have curshes fall in love).

girls have prefrence for rumunative coping style

girls have closer friendships than boys do - close relationships buffer against emotional difficulties - But girls experience more internalizing symptoms - co rummination

36
Q

co rumination

A

Refers to excessively discussing personal problems within a dyadic relationship

Characterized by:
Frequently discussing problems
Discussing same problem repeatedly
Mutual encouragement of discussing problems
Speculating about problems
Focusing on negative feelings

self disclosure - more negative
rummination is more social

Social process reinforced by friends’ offering support
Focus on problems and concerns
Revisiting problems, speculating on problems,

37
Q

self disclosure

A

Friends self-disclose to one another
Positive friendship quality
Helping, companionship, emotional closeness

But intense emotional conversations are often the basis of co-rumination
Co-rumination as a specific type of self-disclosure
Associated with high-quality emotionally close friendships

38
Q

Rummination

A

Rumination as an individual, cognitive process
Dwelling on own depressive symptoms
Focus on own negative affect
Linked with depression, anxiety, lower self-esteem

39
Q

gender differences in co rumination

A

Girls co-ruminate more than boys
Girls spend more time in dyads
Boys spend more time in group activities like games & sports
Women and adolescent girls ruminate more than men and adolescent

Co-rumination emerges more naturally in typical interactions of girls

40
Q

Lower levels of co-rumination among boys

A

May help buffer boys from emotional problems if they spend less time with friends dwelling on problems

But could interfere with development of high-quality close friendships
due to low levels of sharing personal thoughts & feelings

41
Q

Externalizing Problems

A

Rates of offending peak around 17
Decreases in the 20s
“tidal wave”
Reflects “official” statistics
Anti-social behavior has earlier roots

42
Q

__of NZ sample showed stable antisocial behavior since early childhood

A

5%

43
Q

early characteristics of antisocial behavior

A

“difficult to manage”
restless, impulsive, emotionally labile
inability to delay gratification

kids with preschool disorders show disorders in late childhood

late childhood shows difficulties in adolescence, etc.

44
Q

Adult antisocial and antisocal kids

A

Adult antisocial behavior almost requires childhood antisocial behavior

Most antisocial kids do not become antisocial adults

45
Q

___ of crimes are committed by ___ of persistent offenders

A

50%
by 5-6%

46
Q

high offenders began careers

A

earlier than low offenders

similar findings for children
most aggressive 5% of third-graders were most persistent offenders ten-years later

47
Q

two conclusions from Anti-social behavior shows up early in life,
is stable thereafter
at least for some individuals

A

A group of extremely antisocial persons remain extreme at later ages, and in different situations
“life-course persistent”

For others, antisocial behavior is temporary and situational
“adolescence-limited

48
Q

Continuity across the life-span of life persenctent

A

Continuity across the life-span
Biting at age 2
Shoplifting at 8
Selling drugs at 14
Fraud at 28

49
Q

Cross-situational consistency of life persentent offennders

A

Lie at home
Steal from shops
Cheat at school
Fight in bars
Embezzle at work

50
Q

heterotypic continuity”

A

life persestent offencers
cross sitiuational constinuity and continunity (not same activity)

51
Q

% of boys and life persentance

A

5% of preschool boys “difficult to manage”
conduct disorders: 4-9% school-age boys
6% of boys first arrested at pre-teens
violent convictions of adult males:3-6%
men with antisocial personality: 5%

Probably the same individuals are falling into these categories across the lifecourse
5-6 of boys grow up to the 5 persent of adult

52
Q

Cumulative Continuity Theory”

A

Beginnings in early life

Cumulative failure to form attachment bonds

Cumulative academic failure

Maintenance over the life course

53
Q

Beginnings in Early Life

A

neuropsychological functioning compromised in early life

heritable factors that produce individual differences in neuropsych functions
exposure to toxic agents
delivery complications
neonatal deprivation of nutrition, stimulation, affection

54
Q

Toddlers with neuropsychological problems

A

clumsy & awkward
overactive, inattentive, hard to keep on schedule
delayed in reaching developmental milestones
poor at verbal comprehension
deficient at expressing themselves
show extreme emotional reactions (“lability”)

55
Q

A challenge to parenting

A

But parents of difficult children do not cope constructively

And contribute to dysfunctional parenting

Reciprocal cycles of coercion
Leading to parental withdrawal
Negative reinforcement of antisocial behavior (remove and inc rate)

56
Q

lability

A

show extreme emotional reactions

57
Q

Cumulative Failure to Form Attachment Bonds

A

difficult to manage and to love
Neglect by parents a strong predictor
Disruptive attachment bond

“working models”
Absence of loyal friendship
Unstable marital bonds
Callous treatment of others
Exploitative relationships

58
Q

Neurological impairment + dysfunctional parenting

A

causing Cumulative Failure to Form Attachment Bonds

59
Q

Cumulative Failure to Form Attachment Bonds

A

difficult to manage and to love
Neglect by parents a strong predictor
Disruptive attachment bond

“working models”
Absence of loyal friendship
Unstable marital bonds
Callous treatment of others
Exploitative relationships

60
Q

Cumulative Academic Failure

A

neurological impairment limits achievement

Cognitive deficits increase likelihood of hanging out with already delinquent youth

Role of ability grouping and tracking
- Exposing at risk teens to other delinquents

61
Q

is lifecourse Persistence Psychopathological?

A

It is statistically unusual (~ 5% of males)
It is extremely stable
It may have a biological basis
It is associated with other mental disorders

62
Q

biological basis

A

Genetic tendency for dysregulation, low serotonin, easy arousal (poor delay of gratification)

Lower resting heart rate (“fearlessness”)

Blunted response to distress, emotional/painful stimuli (less empathy)

Abnormal brain development in regions that process emotions

63
Q

“Adolescence-Limited” Antisocial Behavior

A

Discontinuity
Transition to antisocial behavior is abrupt
Lack consistency across situations
Offending is sporadic (and hence low agreement among observers)

High Prevalence
Delinquency is nearly normative
Aberrant to refrain

64
Q

The developmental source of adolescence-limited offending is

A

not early life
But early adolescence
(Social mimicry?)

65
Q

social mimicry

A

When two species share a single niche and one of the species has “cornered the market” on resources needed to promote its “fitness”

The “mimic” species adopts the social behavior of the more successful species to help obtain access to valued resources

Social mimicry explains why adolescence-limited delinquents begin to mimic the antisocial behavior of their life-course persistent peers

66
Q

Delinquency must be a social behavior that allows

A

access to some desirable resource

Mature social status — the “trappings of adulthood”

Chronic offenders seem to bridge the “maturity gap”
i.e., the 5-10 year gap between biological maturity and social maturity

67
Q

Initiation into peer group brings access to ___who provide a model of coping with maturity gap

A

life-course persisters

68
Q

Do adolsences starting affenders Grow Out of It

A

good history of social adaptation
good relatinoips with familty/parents

Not motivated after moving out of maturity gap
i.e., attain status legitimately with maturity
antisocial behavior now punishing not rewarding

Have not experienced cumulative failure in academic achievement and attachment bonds