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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
children are less self-aware?
- difficulties recognising/verbalising thoughts and feelings which has implications for assessment and treatment
26
children are a vulnerable population?
- ethical issues - ability to consent/assent? - maintenance of confidentiality when there are concerns over a child's safety/welfare
27
treatment of childhood disorders in practice
- many agencies/practice settings/professionals | - work in collaboration as CAMHS
28
CAMHS Model (tier one - services + agencies)
non-mental health practitioners (e.g. teachers + GPs)
29
CAMHS Model (tier one - provision)
- initial mental health problems - general advice + referral - health promotion
30
CAMHS Model (tier two - services + agencies)
practitioners with some mental health focus (e.g. school counsellors, education psychologists)
31
CAMHS Model (tier two - provision)
problems like low mood, anxiety, sleep disorders, adjustment to adverse life events (e.g. divorce)
32
CAMHS Model (tier three - services + agencies)
specialist childhood/adolescent services in community/outpatient locations
33
CAMHS Model (tier three - provision)
severe and persistent disorders (e.g. bipolar, psychosis)
34
CAMHS Model (tier four - services + agencies)
highly specialised inpatient or residential services (e.g.eating disorder units)
35
CAMHS Model (tier four - provision)
severe forms of disorders also seen at tier 3
36
what is an effective CAMHS service?
JCPMH (2013) - service delivery (timely, effective, efficient) - strategic direction - provision - involvement of young people/children - discharge/transition - outcomes, evaluation + feedback - quality
37
assessment of childhood disorders
identify factors that may contribute to childhood problems + targets for intervention
38
examples of assessment measures in childhood
- developmental and family history - clinical interviews - behavioural observations - psychometric tests
39
case formulation
- 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
constructing a formulation
- decide if behaviour is abnormal for age/gender/developmental stage/cultural background - symptoms - persistent/severe/frequent
41
4 main criteria to assess impairment for children
- interfere with development - social restriction - suffering/distress to child - effect on others
42
3 main stages of case formulation
- problem identification - problem explanation - treatment planning
43
general issues in assessment of children
- 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
importance of listening to children's own voice
- child as active client (Weiss, 2004) | - rapport/belief/motivation - all may need to be approached differently
45
what do treatments with children address?
- specific symptoms - emotional states/cognitions - behavioural problems - intra-family relationships (Davey, 2008)
46
types of treatment that overlap with adults
cognitive behavioural cognitive-behavioural psychoanalytic
47
what is play therapy?
- 'play it out' - natural healing method for kids (Erikson, 1965) - child explores issues at own pace with own agenda
48
aims of play therapy (Hall, Schaefer + Kaduson, 2002)
- 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
evaluation of play therapy
- 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
ethical issues when working with children
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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