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child psychopathology > exam 1 > Flashcards

exam 1 Flashcards

1
Q

2007 United Nations Treaty

A

UN convention on the rights of persons w disabilites
article 7 pertains to children’s rights
children w disabilities have all the human rights and freedoms of other children
best interest of child is the primary consideration
right to express their views on matters relating to them freely, views given weight, given assistance to realize that right

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2
Q

adaptational failure

A

failure to master or progress in accomplishing developmental milestones
children’s psychological disorders all share this common ground

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3
Q

adultomorphism

A

tendency to interpret the behavior of children as if they were adults
tendency to reconstruct developmental phases by extrapolating from adult psychopathology

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4
Q

Applied Behavioral Analysis

A

functional approach to behavior
describes and tests relationships between stimuli, responses, and consequenes
how behaviors are acuqired due to consequences
positive and negative reinforment increase target
extinction and punishment decrease target
operant conditioning
antecedent -> behavior -> consequence

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5
Q

attachment styles

A

process of establishing and maintaining emotional bond with parents and significant individuals
(anxious avoidant) mask emotional expression, believe they are vulnerable, distrustful, aggressive behavior, conduct disorder, depressive symptoms
(anxious resistent) high anxiety, exaggerated emotions, phobias, anxiety, psychosomatic symptoms
(disorganized/disoriented) inability to form close attachments, indiscriminate friendliness, associated with large array of personality disorders

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6
Q

behavioral genetics

A

branch of genetics that investigates possible connections between genetic predisoposition and observed behavior
familial aggregation studies look for non-random clustering of disorders/characteristics and compare with general population

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7
Q

behaviorism

A

theory that all behaviors are learned through interaction with the environment
internal thoughts or feelings not a factor

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8
Q

brain structure and function

A

diencephalon: thalamus/hypothalamus; regulates behavior and emotion
limbic system: hippocampus, amygdala, cingulate gyrus, septum; suspected causes of psychopathology, regulate emotional experiences, expression, learning, impulses
basal ganglia: caudate nucleus; regulates and filters info related to cognition, emotions, mood, and motor function. associated with Adhd
cerebral cortex: left - verbal and cognitive. right - social perception and creativity. associated with communication and learning disorders

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9
Q

classical conditioning

A

where an automatic or natural response is triggered by a new stimulus
neutral stimulus triggers conditioned response
(bell - > drooling in pavlov’s dogs)

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10
Q

comorbidity

A

simultaneous occurrence of two or more childhood disorders
far more common than would be predicted from the general population base rates of individual disorders
may be artifactual, related to overlappng symptoms that define disorders

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11
Q

treatment effectiveness

A

treatment is effective in ~63% of cases
effective for internalizing and externalizing issues and for both sexes
effects of treatment continue after it is concluded
targeted treatment more effective than non targeted

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12
Q

screening

A

identification of subjects at risk for a specific negative outcome

developmental tests help screen

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13
Q

psychological testing

A

set of tasks given under standard conditions with the purpose of measuring some aspect of a child’s knowledge, skill, or personality

most tests are standardized

many tests normed in narrow groups may not be appropriate ot use in minorities

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14
Q

psychodynamic treatment

A

child psychopathology determined by underlying unconscious and conscious conflicts
help the child develop an awareness of unconscious factors that may be contributing to their concerns

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15
Q

projective tests

A

form of assessment that presents the child with ambiguous stimuli such as inkblots or pictures of people. the hypothesis is that the child will project his or her own personality onto the ambiguous stimuli

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16
Q

prevention vs treatment vs maintenance

A

prevention aims to decrease the chance that undesired future outcomes occur

treatment - corrective actions that will permit successful adaptation

maintenance - efforts to increase adherence to treatment over time to prevent relapse

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17
Q

neuropsychological testing

A

attempts to link brain functioning with objective measures of behavior known to depend on an intact central nervous system

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18
Q

nomothetic assessment approach

A

case formulation/asessment that emphasizes GENERAL principles that apply to all ppl

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19
Q

multimethod assessment approach

A

clinical assessment that emphasizes the importance of obtaining information from different informants in a variety of settings using a variety of procedures

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20
Q

ideographic assessment approach

A

case formulation/assessment that emphasizes the detailed representation of the individual child or family as a unique entity

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21
Q

family history and family treatment

A

info obtained from the parents about potentially significant historical milestones and events that might have a bearing on current events

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22
Q

electroencephalogram EEG

A

electrophysiological measure of brain functioning whereby electrodes are taped to the surface of the scalp to record electrical activity of the brain

sensitive to changes in state and emotionality

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23
Q

developmental history

A

same thing as family history

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24
Q

cultural considerations in treatment approach

A

compatibility with a child’s cultural patterns is very important (cultural compatibility hypothesis)
matching clinician ethnicity to child’s
adapting treatments to meet cultural needs
changes to deep/surface structures of treatment
cultural humility

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25
Q

cognitive behavioral treatment

A

psychological disturbances result from faulty thought patterns and faulty learning and environmental experiences
negative thought patterns are the target of change

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26
Q

client centered treatment

A

views disorders as a result of social or environmental circumstances
therapist relates to child in an empathetic way
unconditional, nonjudgmental, and genuine acceptance of the child as an individual

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27
Q

categorical vs dimensional systems

A

categorical - DSM, ICD, based on informed professional consensus; assumes disorder has a clear underlying cause

dimensional - assumes that many independent dimensions or traits of behavior exist and that all children possess them to some extent

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28
Q

classification vs diagnosis

A

classification - system for representing the major categories and dimensions of disorders and the boundaries/relations among them

diagnosis - identification of a disorder from an examination of the symptoms

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29
Q

clinical interview

A

allows professionals to gather info from the child and parents in a flexible conversational style
developmental history, likes/dislikse, behavioral strengths, concerns, responses to discipline, etc

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30
Q

validity

A

face validity - the extent a method of measurement appears to actually measure the construct of interest

construct validity- where scores behave as predicted based on previous research

convergent validity - correlation between measures that are expected to be related

discriminant validity - degree of correlation between measures that are not expected to be related

criterion validity - how well a measure predicts behavior in settings where we would expect it to
same time (concurrent) or in the future (predictive)

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31
Q

structured observation

A

observation of a subject in a clinic or laboratory, in which a subject is given a specific task or instructions to carry out, and researchers look for specific information

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32
Q

standardization

A

process by which a set of standards or norms is specified for a measurement procedure so that it can be used consistently across different assessments

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33
Q

single case experimental design

A

most ofen used to evaluate the impact of a clinical treatment on a subject’s problem
repeated assessments of behavior over time, the replicataion of treatment effects on the same subject over time and the subject serving as their own control

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34
Q

semi-structured interview

A

includes specific questions designed to elecit info in a relatively consistent manner regardless of who is conducting that interview
format that usually ensures that the most important aspects of a particular disorder are covered

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35
Q

retrospective design

A

people in the research sample are asked to provide info relating to an earlier time
fails to identify those who did not develop a problem
vulnerable to recollection biases

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36
Q

analog research

A

research that evaluates a specific variable of interest under conditions that only resemble or approximate the situation to which one wishes to generalize
(study of college men looking after kids trained to act out ADHD (does it increase drinking?))

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37
Q

functional analysis of behavior (behavior analysis)

A

effort to identify as many factors as possible that could be contributing to a child’s problem behavior, thoughts, and feelings and to develop hypotheses about which are the most important or most easily changed

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38
Q

behavioral assessment abcs

A

antecedent -> events immediately preceding a behavior
behavior(s) of interest
consequence -> event that follows a behavior

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39
Q

checklist and rating scales

A

global behavior checklists allow people to rate behaviors on absence/presence, frequency, and intensity
highly standardized
economical
CBCL child behavior checklist is a leading checklist for assessing concerns in children ages 6-18

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40
Q

consent /assent

A

informed consent requires participants to be informed of the nature of research as well as the risks and benefits

assent means a child showing some kind of agreement to participate without necessarily knowing or understanding the extent of the research

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41
Q

cross sectional research

A

different children at different stages of development studied at the same point in time

efficient, but limited in info generated regarding developmental changes

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42
Q

epidemiological research

A

research studying the incidence, prevalence, and co-occurance of childhood disorders and competencies in clinic referred and community samples

43
Q

incidence vs prevalance

A

incidence - NEW cases over a specified period of time

prevalance - ALL cases osbserved during a specified period of time

44
Q

hypotheses

A

the research question; proposed explanation for an observed phenomenon

45
Q

longitudinal research

A

a method of research whereby the same individuals are studied at different ages/stages of development

46
Q

ethical issues

A

-children are more vulnerable
-children’s abilities are more variable
-children are more reliant on others
-ethical principles should be adjusted
-boundary and role issues are more complex with children
-adult practices do not reliably transfer
-key to monitor one’s own actions / motivations
-essential to maintain an absolute commitment to the safety and well-being of the patient

47
Q

reliability (consistency, inter-rater, test-retest)

A

consistency/repeatability of results obtained using a specific method of measurement

internal consistency - do all parts of a method of measurement contribute in a meaningful way

interrater- various ppl must agree on what they see

test-retest - tests or interviews repeated within a short time period should yield similar results

48
Q

prospective design

A

research sample is identified and then followed over time with data collected at specified time intervals

assessed over time to understand the course of change or difference that may develop over time

49
Q

operational definition

A

definition of a concept or variable in terms of the specific procedures used to produce or measure it

operationalization of something like “aggression” —> “throwing object”

50
Q

neuroimaging

A

structural - MRI, CT scans show the various structures of the brain

functional - fMRI + PET; registers neural activity; which brain areas are active

diffusion MRI shows connections between brain regions

51
Q

naturalistic observation

A

unstructured observation of a child in his or her natural environment
less control than structured observation

52
Q

natural experiment

A

comparisons are made between preexisting conditions or treatments

quasi experiments, known-group comparisons

essentially correlational

often the only option for questions in child psychopathology

53
Q

multiple-baseline design

A

single case experimental design in which the effect of a treatment is shown by demonstrating that behaviors in more than one baseline change as a result of the institution of a treatment

change must occur only when treatment is instituted and only for the target behavior , situation, or individual

54
Q

mediating vs moderating variables

A

mediating - explains relationship between two other variables, clarifies how or why an effect occurs

moderating - influence or changes the relationship between the two other variables
affects strength/interaction, tells when or under what conditions an effect is likely to occur

55
Q

random assignment

A

participants in a study are randomly placed into different groups to ensure each group is similar and that any differences in results are due to the experiment itself, not differences in groups

56
Q

competence

A

ability to adapt to one’s environment
children’s competence involves their performance relative to their same age peers as well as their individual course of development

57
Q

continuity vs discontinuity

A

developmental theory in which normal and abnormal developmental changes are gradual and quantitative; development is additive rather than occurring in distinct stages
discontinuity - idea that children pass through distinct developmental stages that are qualitatively different (Piaget, Erickson)

58
Q

cultural beliefs and values

A

contributes to development/expression of children’s disorders
children’s social behavior meaning is influenced by cultural beliefs/values
research cannot be generalized cross-culturally
neurobiological disorders less influenced by cultural factors

59
Q

defining psychological disorder

A

pattern of behavioral, cognitive, emotional, or physical symptoms shown by individuals
the person shows some degree of distress
behavior indicates some disability; impairment that substantially interferes with or limits activity in one or more important areas of functoining
such distress/disability increases risk of further suffering or harm such as death, pain, disability, important loss of freedom

60
Q

developmental norms

A

average age at which children achieve various important developmental milestones
guidelines, averages

61
Q

developmental pathways

A

sequence and timing of particular behaviors and possible relationship between behaviors over time
development as an active, dynamic process that can account for different beginnings and outcomes

62
Q

developmental psychopathology

A

approach to disorders of childhood, adolescence and beyond
organized around milestones/sequences in physical, cognitive, social-emotional, and educational development
emphasizes developmental processes, context, and multiple/interacting events in shaping typical/atypical development

63
Q

developmental tasks

A

psychosocial tasks of childhood that reflect broad domains of competence and tell us how children typically progress within each of these domains as they grow

64
Q

emotion reactivity

A

dimension of emotional processes associated with individual differences in the threshold and intensity of emotional experience

65
Q

emotion regulation

A

process by which emotional arousal is redirected, controlled, or modified to facilitate adaptive functioning

66
Q

epigenetics

A

the means thru which environmental influences can cause changes in the ways genes work
potential pathway to explain intergenerational effects of trauma or cultural trauma

67
Q

etiology

A

study of the cause of disorders
in childhood disorders, etiology considers how biological, psychological, and environmental processes interact

68
Q

equifinality and multifinality

A

equifinality - similar outcomes stemming from different early experiences and developmental pathways

multifinality - various outcomes may extend/stem from similar beginnings

69
Q

family systems

A

behavior of an individual can be most accurately understood in the context of the dynamics of his or her family

70
Q

qualitative research

A

describe, interpret, and understand the phenomenon of interest in the context in which it is experienced ; participants perspective
intense and intimate understanding of a situation rarely achieved in quantitative research

71
Q

gender differences in disorders

A

girls more likely to be dx with internalizing disorders
boys more likely to be dx with externalizing disorders

72
Q

internalizing and externalizing problems

A

internalizing- anxiety, depression, somatic symptoms, withdrawn behavior

externalizing- acting out behaviors, aggression, and delinquent behavior

73
Q

key historical figures

A

john locke - children should have rights
jean marc itard- didn’t lock up a feral child (victor)
leta hollingsworth - kids issues stem from neglect
benjamin rush - kinds incapable of adult insanity
dorthea dix - established mental hospitals for kids
clifford beers - guy who had psychosis, mental hygeine
sigmund freud- psychoanalytic theory
anna freud - applied it to kids

74
Q

history of mental health views

A

18th century, demonic possession, kids kept in cages
19th-kids should have rights, moral insanity, masturbatory insanity
20th - disorders are physical diseases, mental hygiene, categorization, behaviorism, psychoanalytic theory, etc

75
Q

molecular genetics

A

directly assess the associations b/w variatons n DNA sequences and variations n particular traits
variations directly cause vairtions in traits

76
Q

multiply determined

A

consider developmental pathways and interacting events that can go into child psychopathology
multiple influences go into developments in disorders

77
Q

HPA axis

A

regulatory center of the brain made up of the hypothalamus control center and pituitary adrenal glands
influences a persons response to stress and their ability to regulate emotions

78
Q

what affects rates and expressions of mental disorders

A

poverty and socioeconomic disadvantage
sex and gender differences
race and ethnicity
cultural issues
child maltreatment and non-accidental trauma

79
Q

neurotransmitters implicated in mental disorders

A

benzodiazepine-gaba: reduces arousal and anxiety, moderates anger and aggression

dopamine: switch between different neurotransmitters, associated with mood disorders, adhd, and schizophrenia

norepinephrine: emergency reactions, emotion regulation

serotonin: regulatory concerns related to OCD, schizophrenia, mood disorders

80
Q

neural plasticity and development

A

malleable nature of the brain evidenced throughout the course of development
experience leads to anatomical differentation
certain synapses are strengthened and stabilized, while others disappear

81
Q

organization of development

A

early patterns of development and adaptation evolve over time and transform into higher order functions in a structured manner
eg infant babbling turns into language

82
Q

protective factors

A

personal or situation variable that reduces the chance for a child disorder

positive cognitive schemas, coping skills, community support etc

83
Q

pruning

A

process by which synapses are reducted to make room for new neurological development

84
Q

psychoanalytic theory

A

human behavior influenced by unconscious thoughts, desires, and memories
emphasizes importance of childhood experiences

85
Q

resilience

A

ability to avoid negative outcomes despite being at risk for psychopathology
caries depending on specific stressor, context, and other factors
not a fixed trait

86
Q

risk factors

A

precedes negative outcome and increases chance negative outcome occurs
low ses, poor neighborhood, community violence, lack of nutrition and healthcare, parent substance use, domestic violence, homelessness, marginalization, risk factors, endocrine issues, low intelligenct, family adversity, etc etc

87
Q

sensitive periods

A

windows of time during which environmental influences on development are enhanced

eg infants - emotional cues
toddlers - basic language sounds

88
Q

social cognition

A

how people think about themselves in relation to others and how they interpret ambiguous events and solve problems

89
Q

social learning

A

concept that learning occurs by observing and imitating others’ behaviors
learning does not require direct reinforcement

90
Q

temperament

A

innate reactivity and self-regulation
positive affect - easy child
fearful/inhibited - slow to warm
negative affect and irritability - difficult child

91
Q

teratogens

A

agents that can cause birth defects
medications, drugs, tobacco, alcohol, infections, chemicals, health problems

92
Q

vulnerability

A

child’s susceptibility to developing a disorder, stemming from biological, social, psychological, and environmental factors

93
Q

pros and cons of diagnosis

A

pros: fosters relief, hope, appropriate treatment
naming the disorder can promote understanding and support
insurance benefits for treatment

negatives: negative self concept
self-fulfilling prophesies
stigma and victimization

94
Q

DSM IV TR Multi axial diagnostic system
VS
DSM5 changes

A

multiaxial structure:
I- clinical disorder
II intellectual disorder or personality disorder
III - current medical conditions
IV - psychosocial/environmental problems
V global assessment of functioning

DSM 5 TR (2013)
harmonizes with ICD-AA, allows global communication
more naturalistic reliability trials
no axes in DSM 5, specifiers replace subtypes
lifetime perspective (disorder over time)

95
Q

transactional model

A

risks combine to transform one another
eg
child’s irritability contributes to parent’s anxious handling
which contributes to child’s poor self regulation, difficult temperament
which contributes to parent’s punitive control
which contributes child’s oppositional behaviors
etc and so on

96
Q

shared and non-shared environmental factors

A

shared - produces similarities in development outcomes among siblings in the same household (parents drug use)

non-shared - factors that produce differences between siblings (like their separate peer groups)

97
Q

medical model

A

psychiatric model - syndrome characterized by clinically significant disturbances in an individual’s cognition, emotion regulation, or behavior that reflects a dysfunction in the psychological, biological, or developmental processes underlying mental functioning

ignores environment

98
Q

Kauai STudy

A

entire birth cohort born 1955, longitudinal
lived in poverty
split into 2 groups
resilient group : 4+ risk factors before age 2, but functional normally at 10 and 18
non-resilient: matched for age, sex, and risk status. serious coping problems at age 10 and 18

qualitative and quantitative assessment

shows what kind of factors can contribute to resiliency

99
Q

Jeffrey Case Study

A

jeffrey killed an old man with his friends, did other crimes

jeffrey had MULTIPLE risks across domains with cascading effects on development

key takeaway: number of risks accumulates and probability of poor outcomes increases expontentially

100
Q

Molly Case Study

A

showed resiliency at age 9, but age 12 her coping system collapsed and she had to be hospitalized for depression.

key point: resiliency varies over the lifespan and across different contexts

101
Q

Bob Schumaker Resiliency POW video

A

Prisoner of War
Social support in isolation by developing tapping with fellow prisoners
spent time daydreaming, being hopeful
good temperatment, strong morals

key takeaway: people can bounce back from the most horrific of traumas
post traumatic growth

102
Q

Cathy Case Study longitudinal birth to age 32

A

Cathy’s resiliency wavered over her life
cooperative at age 2, support and stimulation adequate age 10, cathy still doing well age 14, cathy enter work force age 18, by age 32 she had been deserted by her husband, had 4 kids, married twice, tried to kill herself, but was doing alright

key point: resiliency doesn’t always predict good outcomes

103
Q

Alan Case Study

A

key takeaway: conduct disorders and ADHD require ongoing, complex treatment involving changing environments, developing coping skills, working with family, and sometimes medication. often not afforded to people without money.

104
Q
A

child psychopathology (2 decks)

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