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UMT for Kids flashcards Sight Words (Ages 4-6) flashcards
1
Q

Equifinality

A

Genetics
Parenting
Environment

LEADS to an OUTCOME (Psychopathology)

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2
Q

Mulitfinality

A

CAUSE ( Trauma, life experiences) LEADS to Psychopathology (Mood disorders, conduct problems, normal adjustments)

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3
Q

What helps us to learn and develop into who we are?

A

Biological Influences (physical appearance, sex, race, ability, I.Q., family history of inheritable conditions) and Environmental Influences ( parent relationships, church, school, neighborhood, community, culture, economic status, resources, time)

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4
Q

Bio-Ecological Model

A

Urie Brofenbrenner’s model about how human development as shaped by interactions between persons and their environment. Influenced by Vygotsky and Ceci.

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5
Q

Components of the Bio-Ecological Model

A

macrosystem - culture, industry, laws, policies
exosystem - media, community resources, parents’ workplace, local politics
microsystem - parents, siblings, teachers, friends, genetics, pastor
mesosystem - interaction between systems??
chronosystem - time

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6
Q

Proximal Processes

A

consistent and mutual social interactions that produces 2 developmental outcomes: competence or dysfunction

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7
Q

Heretiability

A

a way to describe how much a trait is related to genetics

a way to measure how much the differences in people’s DNA can explain the differences in their traits

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8
Q

heritability estimates

A

measures that range from 0-1.

0 indicates that almost all of the variability in a trait among people is due to environmental factors, with very little influence from genetic differences.

1 indicates that almost all of the variability in a trait comes from genetic differences, with very little contribution from environmental factors

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9
Q

traits

A

expression of genes - eye color, height, intelligence, temperament, mental health disorders

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10
Q

Group and Individual Differences

A

the causes of average differences aren’t necessarily related to the causes of individual differences.

i.e. average heights of north American males from 1822 to 2022.

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11
Q

Implications of Heritability Estimates

A

Heritability does not indicate what proportion of a trait is determined by genes and what
proportion is determined by environment. So, a heritability of 0.7 does not mean that a
trait is 70% caused by genetic factors; it means that 70% of the variability in the trait in a
population is due to genetic differences among people. Heritability is not deterministic.

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12
Q

Epigenetics

A

The study of changes in organisms brought about by modification of
gene expression through environmental influence (chemical, nutrition,
physical, relational).
* Turning off or turning on sections of the genome can alter gene
expression on the biological level and behavior level. This is not
an alteration to DNA code, just increasing or decreasing aspects
of how genes express. How long these last based on
environmental exposure is still being debated.

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13
Q

Bowlby’s Attachment Theory

A

Based in ethological (study of animal behavior), evolutionary )study of human evolution), and psychoanalytic theories (theory that human behavior is driven by unconscious urges and instinctual biological drives)

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14
Q

attachment theory

A

the strong reciprocal tie between an individual and attachment figure that promotes basic needs such as safety, security, and protection.

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15
Q

attachment timeline

A

first 8 weeks - pre-attachment behavior as the infant tries to attract the attention of a potential caregiver

2-6 months - infant increasingly discriminates between familiar and unfamiliar adults

6m-2y - clear cut attachment figures and the child’s behavior towards caregiver becomes organized and goal directed

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16
Q

Functions of Attachment

A

provide a sense of security
regulate affect and arousal
promote the expression of feelings and communication
serve as a base for exploration

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17
Q

Attachment Patterns

A

anxious avoidant
secure
anxious/ambivalent resistant
disorganized

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18
Q

Mind-Mindedness

A

developed by meins and fernyhough

refers to a caregiver’s tendency to view their child as an individual with a mind, rather than merely an entity with needs that must be satisfied

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19
Q

Personality

A

The culmination of biological and environmental forces that make you, you. combination of temperament and character.

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20
Q

3 Systems of Learning and Memory

A

associative conditioning ( habits, classical and operant conditioning)
intentionality (self-directed and purposeful goal seeking and cooperative behavior for mutual benefit)
self-awareness (transpersonal or self-transcendent behaviors including creative imagination, mental time travel, theoretical reasons, and appraisals of values from a transpersonal perspective)

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21
Q

Temperament

A

Innate biological predispositions that influence automatic emotional reactivity and habits. It is moderately stable throughout the lifespan, but can develop with behavioral conditioning and aging.

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22
Q

3 Dimensions of Temperament

A

Persistence
Harm Avoidance/Novelty Seeking
Reward Dependence

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23
Q

Character

A

The self-regulatory aspect of personality. The way a person shapes and adapts responses to ever changing internal and external conditions.

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24
Q

operant conditioning (skinner)

A

repeated acts that lead to favorable actions that can be modified by either reward or punishment.

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25
Q

positive reinforcement

A

strengthening a behavior by adding or continuing a positive outcome

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26
Q

negative reinforcement

A

strengthening a behavior by stopping or removing a negative outcome.

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27
Q

reinforcement and punishment

A

reinforcement INCREASES the likelihood of a desired behavior being repeated and punishment DECREASES the likelihood of an undesirable behavior being repeated.

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28
Q

positive punishment

A

weakening a behavior by adding something undesirable

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29
Q

negative punishment

A

weakening a behavior by removing something desirable

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30
Q

operant conditioning schedule

A

a series of reinforcers or punishments utilized to control behavior patterns. Controls the timing and frequency in order to elicit the desired behavior. The schedule is either a ratio(behavior) or interval (time).

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31
Q

Types of Operant Schedules

A

fixed ratio - reinforcement occurs only after a set number of behavioral responses
variable ratio - reinforcement occurs only after an unpredictable (varied) number of behavioral responses
fixed interval - reinforcement occurs only after a consistent interval of time had elapsed
variable interval - reinforcement occurs after an unpredictable (varied) amount of time has elapsed.

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32
Q

extinction

A

when an undesired behavior goes away due to a schedule of punishment

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33
Q

extinction burst

A

when an undesired behavior goes away but will return in a burst. However, will continue to decrease with use of consistent schedule

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34
Q

classical conditioning (pavlov)

A

conditioned stimulus- bell
unconditioned stimulus - food
unconditioned response - salivation to food
conditioned response- salivation to bell

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35
Q

social learning theory (bandura?)

A

observation + imitation = learning

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36
Q

reciprocal determinism

A

a person’s behavior influences and is influenced by personal factors and social environment, all of which are interacting reciprocally.

37
Q

ODD

A

angry/irritable mood
argumentative
vindictive
5+ for at least 6 months on most days
disturbance in behavior associated with distress in immediate social context

38
Q

conduct disorder

A

aggression towards people and animals
destruction of property
deceitfulness or theft
serious violations of rules
differential diagnosis: ODD, ADHD, depression, bipolar, intermittent explosive disorder, adjustment disorder, mood dysregulation disorder
comorbid - ADHF, learning disorders, substance abuse, PTSD

39
Q

coercion theory

A

child aggressive behaviors develop based on a bi-directional coercive process between child and parent. Coercion is defined by an aversive event that leads to reinforced negative behavior, usually in an effort to control painful family interactions.

Coercion theory describes a process of
mutual reinforcement during which
caregivers inadvertently reinforce
children’s difficult behaviors, which in
turn elicits caregiver negativity, and so
on, until the interaction is discontinued
when one of the participants ‘wins’

40
Q

Primary mechanisms involved in development of coercive behaviors

A
  1. reinforcement (behavioral conditioning)
  2. modeling (social learning)
41
Q

overly inclusive classification

A

as a result of coercion, behaviors in a child are seen as problematic and results in quick escalation.

42
Q

negative attribution

A

as a result of coercion, parents have a hard time labeling and positive attributes about the child

43
Q

punishment acceleration

A

as a result of coercion, harsh punishments are used immediately.

44
Q

non responsiveness to social stimuli

A

as a result of coercion, positive reinforcements become less effective

45
Q

emotion regulation difficulties

A

as a result of coercion, adults and child have hard time with regulating difficult feelings, so coercion of the other is used early in the cycle to avoid blowing up

46
Q

treatment for disruptive behaviors

A

works well- combined behavior, CBT, and family therapy
works - CBT - aggression replacement training, positive peer culture, solution focused programs
might work - CBT with just cognitive reframing, REBT, parenting skills training, family therapy
experimental - brief strategic family therapy, mentoring, DBT, attachment based therapy, emotion focused therapy
tested and does not work - relaxation breathing, motivational interviewing, psychodynamic, person centered, bibliotherapy, token economy (in older children)

47
Q

Conduct Disorder Specifier

A

With limited pro-social emotions
persistent patterns of interactions in multiple settings and relationships
-limited remorse or guilt
-lack of empathy
-lack of concern/regard about performance
-shallow affect presentation

48
Q

callous unemotional traits (CUT)

A

-callousness-lack of concern for impact on others
-uncaring - avoidance of effortful actions
-unemotional -shallow displays of affect

49
Q

CUT cognitive and behavioral patterns

A

pro-active/instrumental displays of action
increased cognitive distortion linked to aggression
-more favorable view of aggressive problem solving
-emphasis on cognitive reasoning focused on personal gain
decreased response to punishment
increased sensation seeking behavior
lack of/avoidance of eye contact
limited responsiveness to emotional stimuli
-attentively
-affectively
-physiologically
associated with but limited influence by deviant peers

50
Q

diathesis stress model

A

the interaction between predisposition vulnerability and stressful life experiences that create detrimental outcomes.

51
Q

resilience theory

A

resilience is a dynamic process wherein individuals display positive adaptation despite experiences of significant adversity or trauma. this term does not represent a personality trait/attribute of the individual. Rather, it is a 2-D construct that implies exposure to adversity and the manifestation of positive adjustment outcomes.
(Luthar & Cicchetti, 2000)

52
Q

buffering effect

A

when stressed, external and internal resources are used to shield against negative outcomes

53
Q

positive stress

A

brief increases in heart rate, blood pressure, or mild changes in stress hormone levels

54
Q

tolerable stress

A

level and duration of activation of the stress response system is based on the presence of supportive relationships and environments

55
Q

toxic stress

A

strong, frequent, prolonged activation of the stress response system in the absence of supportive relationships and environments disrupts early brain development and can result in health, emotional, and behavioral problems later in life.

56
Q

traumatic stress in children

A

exposure to actual or threatened death, injury, sexual violence
direct experience of the traumatic event
learning the traumatic event occurred to family/friend

57
Q

DSM 5TR Diagnosis for Acute Stress Disorder

A

Intrusive Symptoms
Negative Mood
Dissociative Symptoms
Avoidance Symptoms
Arousal Symptoms

Symptoms required to begin after trauma and persists for at least 3 days and up to a month

58
Q

DSM 5TR Diagnosis for PTSD

A

Intrusive Symptoms
Negative Alterations in Cognition and Mood
Persistent Avoidance
Alterations in Arousal

Symptoms required to be present longer than a month after the event and can be ongoing

59
Q

Signs of Trauma/Abuse

A
  • child or young person tells you that he or she is
    being abused or hurt.
  • Sudden or unexplained changes in mood or
    behavior of a child or young person.
  • Frequent or unexplained bruises or injuries on a
    child or young person.
  • A child or young person with low self-esteem.
  • A child or young person with poor hygiene.
  • A child or young person becomes withdrawn or
    unresponsive.
  • A child or young person with a lot of
    exaggerated fears.
  • A child or young person seems to lack trust in
    familiar adults .
  • A child or young person has serious difficulties
    relating to peers and/or adults.
  • A child or young person who is always angry or
    aggressive .
  • A child or young person has difficulty sleeping
    and experiences nightmares.
  • A child or young person experience a change in
    eating patterns.

Common in children:
* Bedwetting, (when they know how to use toilet)
* Forgetting how or being unable to talk.
* Acting out the scary event during playtime.
* Being unusually clingy with a parent or other adult.
* Distracted in school.
* Aggressive or acting out behaviors.
* Older children/teens show symptoms like most adults.
They may also develop disruptive, disrespectful or destructive behaviors.
May have strong feelings of guilt, thoughts of revenge, and suicidal ideation

60
Q

complex developmental trauma

A

full range of psychological trauma that has as its unique trademark a compromise of self-development
is cumulative and repetitive, producing overwhelming stress
interpersonally generated within the context of intimate/familial relationships

61
Q

autonomic nervous system (ANS)

A

an extensive network of nerve fibers that connect the central nervous system (the brain and spinal cord) to the body’s other organs.

contains two systems: sympathetic and parasympathetic

62
Q

endocrine system

A

a network of glands throughout the body that releases hormones

63
Q

hypothalamus

A

links the nervous system to the endocrine system via the pituitary gland. Plays a part in settng in motion the features of arousal and fear.

64
Q

sympathetic nervous system

A

engages the fight or flight response

prepares the body for stress
cortisol and adrenaline
increases heart rate
increases blood pressure
decreases digestion

65
Q

parasympathetic nervous system

A

stabilizes the body after danger has passed

rest and digest
growth hormones
decreases heart rate
decreases blood pressure
repairs the body

66
Q

hypothalamic pituitary adrenal (HPA) pathway

A

when confronted by stressors, the hypothalamus sends a message to the pituitary gland, which signals the adrenal cortex to release corticosteroids - the stress hormones - into the bloodstream.

67
Q

cortisol

A

prepare the body for fight or flight
- a quick burst of energy for survival
-heightened memory functions
-a burst of increased immunity
-lower sensitivity to pain
-helps maintain equilibrium in the body

if activated too long due to a state of chronic stress
-impaired cognitive performance
-suppressed thyroid function
- blood sugar imbalances
-decreased bone density
-decrease in muscle tissue
-higher blood pressure
-lowered immunity and inflammatory responses in the body, slowed wound healing and other health consequences

68
Q

the effects of complex developmental trauma

A

significantly shapes the emotional storage and processing faculties of the brain body systems of children and young people

-destabilizes the connecting bridge between left and right hemispheres
-traumatized youth stop practicing integrating their feeling states (right hemisphere) with words and constructs (left hemisphere)
-negative and critical feelings can trigger memory traces of the trauma itself
trauma switches off top-down brain regulating and intensity of emotional/sensory experiences stored/handled in the lower structure of the brain
-cannot easily access cortex or thinking part of the brain to calm down to regulate feelings

69
Q

Recurrence and intensity of trauma increases leads to …

A

narrative memory is lost. children lose ability to make sense of their experiences.

episodic memory is fractured. children cannot remember events that occurred in that day or over the week. They do not remember who they were with. They do not remember what they learned.

working memory is in paralysis. children stop being able to hold information long enough for it to be judged to be valuable by the brain. it is promptly forgotten.

70
Q

relationships provide

A

physical safety
emotional security
feelings and communication
self confidence

71
Q

disruptions to child-parent bonding

A

prenatal factors
-denial of pregnancy
-dislike for father of child
-substance abuse
-inadequate diet; self-care
-resentment
-prematurity risk factors
- variable family support
-poverty

postnatal factors
-lack of parenting skills
-various caregivers
-ongoing substance abuse
-mechanical parenting (emotional detachment)
-neglectful/abusive parental reaction
-prematurity risk factors
-undetected/unrelieved pain in the child
-negative/absence of bonding
-poverty
-chronic illness of parent or child
-sensory disorders resulting in parent being unable to hold or comfort the child
-parental mental illness such as postpartum depression, anxiety disorders, substance abuse

72
Q

comorbidities to complex trauma

A

cognitive delays
language delays
severe malnutrition
depression
anxiety disorders
ADHD

73
Q

Safe and Secure Practice Framework

A

Foundations
-address dynamics of family violence
-support network engagement and collaboration
-ensure cultural integration

Domains:
-protect
-strengthen connections
-enable meaning making
-promote growth and recovery

Outcomes:
-stability
-safety
-development

74
Q

trauma specific service

A

services designed to treat trauma directly and in collaboration with other systems in the unified care of traumatized children

75
Q

trauma informed service

A

services that are informed by and sensitive to trauma-related issues, but do not directly treat trauma
work to create a system that is safe, trustworthy, and empowering to traumatized children, work to collaborate with other systems in unified care of traumatized children.

76
Q

major criteria of healing from trauma

A

-restoration of a sense of safety, security, and well being
-strengthen relationship connections
-meaning making of traumatic experiences
-promotion of growth and recovery that directly contradict the emotional helplessness and physical paralysis that accompany traumatic experiences

77
Q

bottom up/top down approach

A

focuses on activating right brain emotional processes through use of techniques that focus on sensory, somatic, and motoric experiences. Goal is to make the implicit explicit

78
Q

Domain 1 of Trauma Intervention

A

Attachment
-caregiver affect mgmt.
-attunement
-consistent responses
-routines and rituals

overall goal: work with caregivers to create a safe environment that is able to support child in meeting developmental, emotional, and relational needs

79
Q

Domain 2 of Trauma Intervention

A

Self Regulation
-affect identification
-affect modulation
-affect expression

overall goal: work with children to build ability to safely and effectively identify, access, modulate, and share emotional experience

80
Q

Domain 3 of Trauma Intervention

A

Competency
-executive functioning
-self development and identity
-developmental tasks

overall goal: building the foundational skills needed for healthy ongoing development and resiliency

81
Q

Goals, Concepts, and Interventions of Caregiver Affect Management

A

Key Concepts:
-child vigilance to caregiver cues (i.e. triggers)
-intensity of child affect
-caregiver’s own trauma history
-relational reenactments

Goal: Build caregiver ability to manage and modulate their own emotional responses.

Interventions:
-education and normalization
-self monitoring skills
-affect regulation skills
-parent training
-support

82
Q

Goals, Concepts. and Interventions of Attunement

A

Key Concepts:
-children often have difficulty effectively communicating
-behaviors may then become a “front” for communication of unmet needs or unregulated affect. Adults may respond to the most distressing symptoms rather than the underlying emotion or need.
-attunement difficulties may be global or situation-specific

Goal: To build caregiver ability to accurately read cues and respond to the underlying emotion

Interventions:
-education (trauma response, triggers)
-helping caregivers become “feeling detectives”
-reflective listening skills
-building dyadic attunement through games, exercises

83
Q

Goals, Concepts, and Interventions of Consistent Response

A

Key Concepts:
-predictability in caregiver and consistent response is important for establishing felt safety, and for reducing child need to exert control
-because limits have historically been associated with powerlessness/vulnerability, both limits and praise may elicit a triggered response

Goal: Build caregiver ability to respond in a consistent, safe way to both positive (desired_ and negative/dangerous behaviors

Interventions:
-behavioral parent training, focused on caregiver but eliciting collaboration with child, focused on:
-psychoeducation regarding triggering nature of both praise and limits is essential
-adapt behavioral techniques to child needs
-focus on building success (for both caregiver and child), reduce limits when possible

84
Q

Goals, Concepts. and Interventions of Routines and Rituals

A

Key Concepts:
-Trauma is often associated with chaos and lack of predictability.
-Establishment of rituals/routines impacts felt safety, anticipation, and evaluation of experience, building of trust and reliability within the attachment relationship
-important to be selective and build flexibility; routines are often subtle.

Goal: work with caregiver and child to establish child and family specific routines, particularly targeting trouble spots

Interventions:
-home: target transitions, bedtime, meals, play homework, etc.
-therapy - check in/check out, incorporation of structured activity, clean up/containment

85
Q

Goals, Concepts. and Interventions of Affect Identitification

A

Key Concepts:
traumatic stress overwhelms the limited coping skills available to a developing child, often forcing them to either disconnect from their feeling or to use other unhealthy coping skills. Because of this, children who have experienced trauma are frequently disconnected from or unaware of their own emotional experiences. this may include:
-an inability to differentiate emotions, in self or others.
-a lack of awareness of body states
-a lack of understanding of the connection between emotional states and the experiences that elicit them.

Goals:
-awareness and differentiation of internal experience
-connection of emotional experience to context
-accurate identification of emotions in others

interventions:
-build a feeling voabulary:
-may be helpful to move from external to internal
-pay attention to child prefernce/comfort
-normalize emotional experience
-use reflective listening skills (formal and informal)
-pay attention to concept of mixed emotion
-tune in to signs of affect in play, interactions, and statements
-use formal and informal exercises to target:
-identification of emotion in self
-identification of emotion in others
-connect of emotion to body, thought and behavior
-contextualization of emotion to internal and external factors

86
Q

Goals, Concepts. and Interventions of Affect Modulation

A

Key Concepts:
-both the traumatic stress response as well as the early attachment experiences contribute to children’s difficulty modulating emotional experience
-to cope with distressing affect, children may rely on overcontrol/constriction and dissociation, or may manage arousal through behavior or physical stimulation

Goal:
-build child capacity to regulate from emotional experience and maintain optimal levels of arousal
-steps toward modulation:
-noticing experience of change in mood and behavior

Interventions:
-work often happens in the aftermath of intense affect
-modulation may be multi-directional: for explosive it is often about calming; for constricted, it may be about expanding (downregulation vs. upregulation)
-build understanding of degrees of feeling
-breathing
-progressive muscle relaxation
-stretching
-grounding skills
-visualization/imagery
-grounding
-physical movement
-play
-mutual engagement
-build a :feelings toolbox”
-excitement: small objects to manipulate, bubbles, exercise, butterfly hugs
-fear: picture of a safe place, picture of a strong person, transitional objects
-anger: pushing against doorway, stress ball, clay

87
Q

Goals, Concepts. and Interventions of Affect Expression

A

Key Concepts:
-attempts to communicate in early attachment relationships may have been met by anger, rejection, or indifference, leading children to learn both shame and and a need for secrecy, and may have led to a failure to develop adequate communication skills.
-sharing of emotional experience increases vulnerability; traumatized children are often expert “risk managers”
-as a result, children may either a) fail to communicate experience, b) communicate in ineffective ways, or c) overcommunicate
-inability to effectively share emotional experience prevents children from being able to form and maintain healthy attachments

Goal: support children in learning to effectively share emotional experience with others, in order to meet emotional or practical needs

Interventions:
-identification of safe communication resources
-include psychoeducation/processing of why it is important to share emotional experience
-effective use of resources:
-initiating communication (picking your moment, initiating conversation)
-using effective nonverbal communication (eye contact, physical space, tone of voice)
-verbal communication skills (“I” statements)
-self- expression

88
Q

Goals, Concepts, and Interventions of Executive Functioning

A

Counseling Children (1 decks)

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