End conduct problems, begin anxiety disorder (T3) Flashcards
Explain the treatment target for problem-solving skills training.
Social information processing biases (interpretation, solutions)
disruptive, older youth
Work directly with youth (vs. PMT)
Explain practice problem-solving strategies for problem-solving skills training.
Child/therapist 12-20 sessions
Review typical problems & solutions
Role plays
Parent support of treatment encouraged
Explain the treatment target for Multisystemic Therapy (MST).
Adolescents with serious conduct
problems
Delinquency, violent crime, substance abuse, sex offending
What is multisystemic therapy (MST)?
Intensive family & community-based treatment, Systems focus:
Family, school, peers
Empirical support & limitations
Well-supported, costly short-term, saves $ long-term
Why doesn’t group-based treatment work for conduct problems?
Can work, if children are fairly matched on severity.
• Beware of peer contagion: spread of social deviance/antisociality from more
severe to less severe kids.
Why doesn’t DARE, Drug Abuse Resistance Education work for conduct problems? (police school curriculum)
– Controversial: no evidence of long‐term benefits, some evidence for poorer
outcomes. Newer curriculum still being evaluated.
Why doesn’t scared straight work for conduct problems?
fear/humiliation/punishment‐based programs
– actively increase crime and re‐offense rates
What is anxiety?
a state of psychological distress that reflects reactions to
threatening stimuli.
What are emotional symptoms of anxiety?
feelings of tension, apprehension
What are cognitive symptoms of anxiety?
worry, thoughts about inability to cope
What are psychological symptoms of anxiety?
increased heart rate, muscle tension, other autonomic arousal symptoms.
What are behavioral symptoms of anxiety?
avoidance of feared situations, decreased task performance, increased startle response.
What is fear?
reaction to immediate threat (a present, specific
stimulus).
What is worry?
response to threat, in which person considers &
prepares for possible future danger or misfortune.
What is emotional regulation?
the modulation, tolerance, & endurance of emotions. Can be: – adaptive or maladaptive – automatic/effortless or strategic/effortful – behavioral or cognitive:
what is behavioral emotional regulation?
distraction, rumination, cognitive reappraisal,
thought suppression
What is cognitive-emotional regulation?
social support‐seeking, expression suppression,
situation modification/avoidance/escape
What is maladaptive anxiety?
1) Intense: excessive, disproportionate to threat (intensity)
2) Chronic: persistent, long‐standing (duration)
3) Impairing: disabling, interferes with daily functioning &
goal‐attainment
What is Separation Anxiety Disorder (SAD)?
age‐inappropriate distress when separated from the caregiver, & clingy behaviors in the presence of the caregiver
What is selective mutism?
inability to speak in specific situations when expected.
What is specific phobia?
excessive fear of particular objects/situations
• e.g., animals, injury, blood, storms, costumed characters
What is social anxiety disorder (social phobia)?
fear of scrutiny, embarrassment, ridicule
Which anxiety disorders emerge in early to middle childhood?
Separation Anxiety Disorder, Selective mutism, specific phobia, & Social Anxiety Disorder.
What is panic disorder?
recurrent, unpredictable panic attacks. • Panic attack: episodic experience of extremely intense and uncomfortable anxiety (fear reaction). • Relatively rare in children
What is agoraphobia?
excessive anxiety in trapped/insecure places (with or without panic attacks)
What is Generalised Anxiety Disorder (GAD)?
excessive and unrealistic worries and tension about a variety of stimuli and situations.
Which anxiety disorders emerge in adolescence or adulthood?
panic disorder, agoraphobia, Generalised Anxiety Disorder.
What are the developmental considerations for SAD?
Fear of separation normative ages 13‐18 months, declines around 3‐5.
• Still need reassurance if scared, upset, unsure
– School‐age children (6+): occasional anxiety upon separation is normal
What is Mowrer’s two‐factor theory for selective mutism>
Classical conditioning: arises b/c children associate speaking in certain situations with heightened arousal and psychological distress
– Operant conditioning: negative reinforcement maintains SM
• learn that they can lower arousal & avoid distress by remaining silent
Is selective mutism heritable?
yes
