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PSYCHOPATHOLOGY > DEVELOPMENTAL PSYCHOPATHOLOGY > Flashcards

DEVELOPMENTAL PSYCHOPATHOLOGY Flashcards

1
Q

changes in DSM-5 for childhood disorders

A
  • differentiated by aetiology not age

- changes to diagnostic labels/criteria

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2
Q

prevalence of childhood disorders

A
  • 10-20% (Phares, 2003)
  • co-morbidity common
  • differences according to gender, race + culture
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3
Q

is childhood over-medicalised

A
  • increases in diagnoses/medical prescriptions

- DSM-5 pathologises normal behaviour?

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4
Q

what can be done to stop childhood becoming over-medicalised?

A
  • tighten diagnostic system
  • deconstruct biomedical model
  • renewed emphasis on social factors
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5
Q

protective factor for disordered parenting style

A

good parental relationships

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6
Q

protective factor for parental psychopathology

A

good intellectual functioning

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7
Q

protective factor for childhood abuse/neglect/trauma

A

positive personality characteristics

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8
Q

protective factor for living with chronic physical illness

A

self-confidence + self-esteem

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9
Q

protective factor for poverty

A

socioeconomic advantages

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10
Q

protective factor for adverse peer group influences

A

attendance at effective school

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11
Q

protective factor for pre-natal factors

A

connections to wider family/social organisations

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12
Q

impact of childhood disorders

A
  • impact development
  • place at risk of adulthood disorders (but it’s not a straightforward relationship)
  • interaction of risk and protective factors
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13
Q

key issues when working with children

A
  • knowledge of typical and atypical development
  • self-referral
  • family, social + cultural influences
  • cognitive, social + emotional development
  • ethical issues
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14
Q

what is therapeutic alliance? (Bordin, 1979)

A

therapist-client interactional and relational factors in assessment/treatment

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15
Q

aims of therapeutic alliance

A
  • agreement of goals
  • development of bond
  • assignment of tasks to client/clinician
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16
Q

children and TA

A
  • emotional bond - important
  • can’t assume it’s same as adults
  • further research needed
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17
Q

developmental differences in TA

A
  • bond qualitatively difference

- influence of cognitive capacity

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18
Q

association between TA and outcome

A

positive relationship between age of child and strength of relationship with therapist (Shirk + Saiz, 1992)

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19
Q

children’s experience of TA (Bayliss, Collins + Coleman, 2011) - Layer One

A

therapist should be patient, nice + caring and should display this in meaningful way to distressed children

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20
Q

children’s experience of TA (Bayliss, Collins + Coleman, 2011) - Layer two

A

micro skills valued by participants in research (e.g. sincere caring, patience, active listening, validating theories)

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21
Q

children’s experience of TA (Bayliss, Collins + Coleman, 2011) - Layer three

A

importance of planning/problem solving from perspective of child

22
Q

children’s experience of TA (Bayliss, Collins + Coleman, 2011) - Layer four

A

importance of creating sense of privacy and confidentiality

23
Q

family influences on children’s disorders

A
  • children highly influence by environment

- family central to development of childhood disorders

24
Q

key issues about family in childhood disorders

A
  • psychological distress of parents could reduce parental capacity (Goodman + Gotlieb, 1999)
  • parental involvement enhances treatment outcomes? (Gervan, 2012)
  • treating child when should be treating parent?
25
Q

children are less self-aware?

A
  • difficulties recognising/verbalising thoughts and feelings which has implications for assessment and treatment
26
Q

children are a vulnerable population?

A
  • ethical issues
  • ability to consent/assent?
  • maintenance of confidentiality when there are concerns over a child’s safety/welfare
27
Q

treatment of childhood disorders in practice

A
  • many agencies/practice settings/professionals

- work in collaboration as CAMHS

28
Q

CAMHS Model (tier one - services + agencies)

A

non-mental health practitioners (e.g. teachers + GPs)

29
Q

CAMHS Model (tier one - provision)

A
  • initial mental health problems
  • general advice + referral
  • health promotion
30
Q

CAMHS Model (tier two - services + agencies)

A

practitioners with some mental health focus (e.g. school counsellors, education psychologists)

31
Q

CAMHS Model (tier two - provision)

A

problems like low mood, anxiety, sleep disorders, adjustment to adverse life events (e.g. divorce)

32
Q

CAMHS Model (tier three - services + agencies)

A

specialist childhood/adolescent services in community/outpatient locations

33
Q

CAMHS Model (tier three - provision)

A

severe and persistent disorders (e.g. bipolar, psychosis)

34
Q

CAMHS Model (tier four - services + agencies)

A

highly specialised inpatient or residential services (e.g.eating disorder units)

35
Q

CAMHS Model (tier four - provision)

A

severe forms of disorders also seen at tier 3

36
Q

what is an effective CAMHS service?

A

JCPMH (2013)

  • service delivery (timely, effective, efficient)
  • strategic direction
  • provision
  • involvement of young people/children
  • discharge/transition
  • outcomes, evaluation + feedback
  • quality
37
Q

assessment of childhood disorders

A

identify factors that may contribute to childhood problems + targets for intervention

38
Q

examples of assessment measures in childhood

A
  • developmental and family history
  • clinical interviews
  • behavioural observations
  • psychometric tests
39
Q

case formulation

A
  • hypothesis of how individual comes to present with certain disorder at particular point in time (Weerasekra, 1996)
  • includes consideration of relevant risk, protective + maintaining factors
40
Q

constructing a formulation

A
  • decide if behaviour is abnormal for age/gender/developmental stage/cultural background
  • symptoms - persistent/severe/frequent
41
Q

4 main criteria to assess impairment for children

A
  • interfere with development
  • social restriction
  • suffering/distress to child
  • effect on others
42
Q

3 main stages of case formulation

A
  • problem identification
  • problem explanation
  • treatment planning
43
Q

general issues in assessment of children

A
  • emphasis on getting child’s perspective (e.g. self-report)
  • info from family or child prioritised?
  • assessment must be developmentally relevant + rapport must be built (Day, 2006)
44
Q

importance of listening to children’s own voice

A
  • child as active client (Weiss, 2004)

- rapport/belief/motivation - all may need to be approached differently

45
Q

what do treatments with children address?

A
  • specific symptoms
  • emotional states/cognitions
  • behavioural problems
  • intra-family relationships (Davey, 2008)
46
Q

types of treatment that overlap with adults

A

cognitive
behavioural
cognitive-behavioural
psychoanalytic

47
Q

what is play therapy?

A
  • ‘play it out’ - natural healing method for kids (Erikson, 1965)
  • child explores issues at own pace with own agenda
48
Q

aims of play therapy (Hall, Schaefer + Kaduson, 2002)

A
  • help children become aware of, understand and express feelings
  • improve self-control and anger management
  • reduce fear, anxiety, depression
  • increase self-confidence
  • enhance problem solving skills
49
Q

evaluation of play therapy

A
  • average child functioned better than non-treated child (bratton et al., 2005)
  • traditionally viewed with scepticism
  • criticised for lack of empirical support
  • meta-analytic study (bratton et al., 2005) - supports efficacy of PT across age, gender and parenting problems
50
Q

ethical issues when working with children

A

DROTAR (2008)

  • vulnerable population
  • parental permission?
  • children/parents - different reasons for agreeing?
  • dysfunctional relationships quality of parent-child communication + family decisions concerning research participation

PSYCHOPATHOLOGY (8 decks)

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