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4413 > CYP > Flashcards

CYP Flashcards

1
Q

Developmental expectations and concern areas: Early childhood

A

Developmental: Attachment, Language/ Communication, Core independence

Concerns: Sleeping/ Feeding/ Toileting Intellectual abilities Speech & Language Social communication

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2
Q

Developmental expectations and concern areas: Middle childhood

A

Development: Self-control, academic achievement/ learning, peer relationships, rule-governed conduct

Concerns: Conduct/ Oppositional problems ADHD/ Specific Learning Difficulties Anxiety disorders

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3
Q

Developmental expectations and concern areas: Adolescence

A

Development: Transition to secondary school/ academic learning/
close relationship & friendships/ self-identity/ growing independence

Concerns: Mood related concerns Eating disorder related concerns Addictions Psychosis

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4
Q

‘A problem is a problem’ depending on:

A
  • Developmental and sociocultural norms for child’s age/ developmental stage
  • Intensity, frequency, severity, duration/ persistence of difficulties
  • Distress to self or others
  • Impact/ impairment on functioning or development
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5
Q

Developmental/Child-focused assessment::

A
  • Presenting problem(s) & its history
  • Prenatal, perinatal, & early postnatal history
  • Medical history
  • Developmental milestones
  • Personality, social, emotional, behavioral history
  • Learning/ Educational/ School history
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6
Q

Family-focused assessment:

A

Parental history
Siblings
Medical, genetic, developmental, psychological, abuse/ neglect in family
Expectations about assessment/family’s perceptions of child “problems”

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7
Q

Assessment of family roles/ relationships

A

Genogram
Structure/roles/rules/relationships
Parenting/partner/connections
Life-cycle issues

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8
Q

Assessment exploring broader systems

A

School/peers
Social network
Services
Culture, religion, neighbourhood

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9
Q

Assessment methods:

A

interviews
checklists
neuropsychological

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10
Q

Child vs Adult formulation

A
  • Systems’ and social context assessment & integrated systemic formulation essential
  • Increased integration of data from multiple informants; more interactional perspectives
  • Comprehensive developmental, attachment, medical, social/ interpersonal, educational & cultural history
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11
Q

4P Conceptualization grid

A

individual (biological) individual (psychological) social (family/firends) social (society/culture)

Predisposing, precipitating, perpetuating, protective

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12
Q

Common fears / anxiety by developmental period:

A
  • Loud noises, separation, strangers
  • Dark, animals, separation, imaginary creatures/ monsters, thunder/ lightening
  • Dark, animals, separation, imaginary creatures/ monsters, thunder/ lightening
    Animals, injuries, natural disasters, supernatural fears, staying alone
  • Social acceptance/ peer rejection, test/ school performance, death, natural disasters, future
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13
Q

Typical onset of anxiety disorders:

A
  • seperation anxiety, specific phobias
  • GAD
  • Panic disorder, social anxiety, OCD
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14
Q

When might anxiety be a concern?

A

NO immediate threat/ danger
Developmentally uncommon
Excessive, intense, persistent, recurrent/ repeated
Interfering with life & developmentally appropriate activities; clinically significant distress; impairs/ disrupts development

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15
Q

Anxiety may also be expressed by:

A
  • Crying
  • Tantrums
  • Clinging
  • Withdrawal
  • Irritability/ anger/ “on edge”
  • School refusal
  • Somatic complaints (sleep, tummy/ headaches, appetite)
  • Selective Mutism
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16
Q

Sociocultural considerations in anxiety in CYP

A
  • Higher incidence in girls likely due to genetic vulnerabilities and gender role orientations
  • Ethnicity and culture can affect expression, developmental course & interpretation of anxiety
  • Cultures that favour inhibition and compliance may heighten stress and fears in CYP
17
Q

Shared features of anxiety disorders across development in CYP & adults targeted in interventions

A

Physiological arousal
Hypervigilance to danger
Threat/ worry thoughts; overestimation of danger & its consequences
Avoidance, safety & reassurance-seeking behaviours

18
Q

Is CBT effective for CYP?

A

CBT effective for children 5-7 years, but better with children > 10

Younger children
• More behavioral focus
• More parental involvement

19
Q

Developmental & systemic considerations for CYP CBT

A

Developmentallyrelevantgoals
• Externalizing the problem
– The problem is the problem, the child is not the problem!
• Targeting: child and parental/ family/ system triggering and
maintaining processes
• Strategies/ Approach:
– Appropriate, simplified language/ analogies/ metaphors
– Self-praise, encouragement, rewards, self-encouragement, modelling
– Play/ puppets/ technology/ art/ games/ role plays

20
Q

Working with Emotions:

A

Affective Education/ monitoring

  • feelings cards
  • stories, cartoons
  • thermometers
21
Q

Working with behaviors:

A
  • fear hierarchy and exposure

- Skills building: ROLE PLAYS, Modelling, Practice/ Rehearsal & Problem Solving

22
Q

Working with thoughts:

A 
Identifying Negative Automatic Thoughts
Diaries,
Thought Detective/ Catcher
Stories
Drawings, Cartoons, Stick People
Questionnaires/Charts Role plays
23
Q

Externalising:

A

ADHD
Conduct Disorders
Oppositional Defiant Disorder

24
Q

Assessment of ODD/ CD

A

Comprehensive assessment

NEED MULTIPLE INFORMANTS & METHODS/SETTINGS
•Symptoms, N, frequency, severity, onset, duration
• Developmental, medical & MH history
• Impairments in other areas of functioning?
• Family structure & parenting
• School/ peers/ social factors

25
Q

Assessment of ODD/ CD: parent/ family

A

Blow by blow account of parent-child interactions (consider observation)

Parenting practices: positive and negative discipline/ boundaries/ positive involvement/ supervision

Emotional availability & care/ abuse

Relationships between family members/ parental mental health

26
Q

ODD / CD Conceptual Basis for Parenting interventions

A

Grounded in models of parent-child interaction

– Patterson’s model of coercive interaction
– Social Learning / Observational Learning Theory
– Behavioural/ Learning Theory principles

27
Q

Main approaches of Parenting programmes based on behavioural/ social learning

A
  • Teaching
  • Modeling/ Demonstration
  • Vignette videos with group discussions
  • Role plays and rehearsal
  • Coaching/ Bug in the ear
  • Practice at home and reflections in next session
28
Q

ODD / CD parenting pyramid

A

Use liberally: empathy, attention/involvement, play, problem solving, listening, talking

  • coaching, praise, encouragement, rewards, celebrations
    moderate: clear limits, household rules, consistent follow through
    less: ignore, distract, redirect
    limited: consequences
29
Q

Child-focused interventions

A

Targeting social, thinking and/ or problem solving skills/ cognitive processes

4413 (8 decks)

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