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PSY 302 - Psychopathology of Childhood > Exam 1 > Flashcards

Exam 1 Flashcards

1
Q

What is the general interview?

A
  • takes at least 2 hrs; usually 2-3 meetings
  • should include:
  • developmental history
  • medical history
  • social history
  • school history
  • treatment history
  • strengths & any attention problems
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2
Q

What is standardization? How is it useful in the empirical approach to classification?

A
  • standardization: specific set of rules used as a measurement method across different assessments
  • allows results to be replicated
  • establishes an avg score so that individual results can be compared to help diagnose
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3
Q

What are broadband rating scales? Names of broadband scales

A
  • broad questions measuring many different areas
  • generally about frequency of behaviors (ex. always, sometimes, never)
  • BASC (Behavioral Assessment Rating for Children) & CBCL
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4
Q

What are focused rating scales?

A
  • assess potential areas of issue indicated by broad scale

- ex. scale specific for depression

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5
Q

What is the purpose and characteristics of the DSM V?

A
  • purpose: provide definitions of disorders to aid diagnosis (determined by group of expert researchers)
  • heterogenous - the disorders show up in many different ways
  • atheoretical - no theory behind the disorders, just what it is
  • no etiology (causes) of the disorder
  • disorder must cause functional impairment in one aspect of life (home, family, school, peers/friends)
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6
Q

What is it called to have more than one disorder at a time?

A
  • co-occurrence

- older medical term would be co-morbidity

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7
Q

What are the advantages of the DSM?

A
  • helps with communication and research as everyone uses same def
  • reduces surprise (know that someone has a disorder and can plan on how to help them,)
  • provides info about prognosis (course, how long it’ll last), prevalence
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8
Q

What are the disadvantages of the DSM?

A
  • promotes medical model of mental health (treats like a disease, or like an underlying medical problem)
  • doesn’t consider gender, age, culture, problems in very young kids 0-3
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9
Q

What are the problems with labeling a child?

A
  • other ppl stigmatize
  • self-stigma/ self-fulfilling prophecy
  • nominal fallacy - naming error; labels falsely stated as causes of behavior (NO, labels intended to describe behavior)
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10
Q

What is a functional analysis?

A
  • answers the “why” of behavior

- asks about a child’s behavior in context (takes setting into consideration)

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11
Q

How is pathological behavior adapative?

A
  • undesirable behaviors work to get something good for the child in the short-term
  • there’s a reinforcer that happens quickly
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12
Q

What are projective tests?

A
  • child presented with ambiguous stimuli and asked to describe what they see
  • hypothesis that child will project their personality on the stimulus
  • controversial bc it doesnt really meet standards of validity or reliability
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13
Q

What is positive reinforcement?

A
  • positive consequence (reinforcer) presented after behavior makes behavior more likely to reoccur in the future
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14
Q

What is negative reinforcement?

A
  • unpleasant/aversive stimulus goes away after behavior occurs making the behavior more likely to reoccur in the future
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15
Q

What is punishment?

A
  • aversive consequence presented after a behavior occurs, making it LESS likely to reoccur
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16
Q

What are the 3 types of behavior that make up anxiety?

A
  • Cognition: thinking behavior, can be shaped
  • Feelings/Emotions: physiological
  • Overt-Motor behavior - voluntary can be seen
17
Q

What are the characteristics of Generalized Anxiety Disorder?

A
  • excessive worry about a range of topics (BAD and in the future)
  • worry is out of proportion w/ actual likelihood
  • tend to be perfectionistic, high expectations of selves and others
  • worry about performance and people’s reactions
  • seek reassurrance
  • move away from thing causing anxiety (neg. rein)
  • physical symp: nasueua, muscle tension headaches, perspire, heartrate
18
Q

What is separation anxiety disorder?

A
  • separation from parents/ primary caregiver
  • excessive age-inappropriate distress
  • fantasize about reunion
19
Q

What is school anxiety?

A
  • looks similar to sep. anxiety disroder but must figure out reinforcer
20
Q

What is specific phobia?

A
  • extreme dsiabling fear about object or situation that poses little to no threat
  • avoid the object/situation going to great lengths to do so
21
Q

What is social phobia?

A
  • fear of social or performance requirements that expose them to scrutiny and possible embarrassment
  • often don’t want to be focus of attnetnion
  • anticipate awkwardenss and poor performance
22
Q

What is selective mutism?

A
  • failure to speak in specific social situations where there is an expectation to do so
  • may speak in other settings
23
Q

What is obsessive compulsive disorder? How are compulsions adaptive?

A
  • obsess; persistent - at least 1 hr/day on the same thought
  • “intrusive” thoughts - feels like they cant control it
  • ex. contamination, hypermorality/perfection, need for order/balance/symmetry, do thing wrong way
  • compulsion: voluntary, adaptive bc anxiety/bad thoughts go away after performing (neg. rein)
24
Q

How does biology play a role in anxiety’s etiology?

What do twin studies tell us?

A
  • genetic “predispostion” (tendency) to have anxiety
  • concordance rates: presence of a given trait in both members of a pair of twins
  • higher concordance rates in identical twins over fraternal suggests genetic component
25
Q

How does the environment contribute to anxiety’s etiology?

A
  • parents!
  • model anxiety to children
  • over-protective (prevent child from experiencing stressors)
  • dont allow child to make decisions
  • reinforce avoidant behaviors
26
Q

What is habituation or desensitization?

A
  • experience a stimulus over and over that brain no longer take the effort/energy to send the same message
27
Q

What are the steps to desensitization?

A
  • 1.) hierarchy list of fears
  • 2.) muscle relaxation (can’t be anxious if you’re relaxed, gives kids a skill)
  • 3.) pair 1& 2 (in vivo where the thing appears or imaginary)
28
Q

What did the Baxter study conclude about CBT and anxiety?

A
  • CBT helped lessen the activity in the part of the brain that works during anxiety instances
  • looks at glucose levels
29
Q

What is the Freudian/ Psychoanalytic perspective on childhood depression?

A
  • 1970s
  • kids cannot be depressed less than 14 yrs old bc superego doesnt develop til 12-14
  • superego necessary for depression bc high morality, guilt, culture
30
Q

What is the masked depression theory?

A
  • cant see the depression, other behaviors mask underlying depression
  • too all encompassing
31
Q

What are the characteristics of Major Depressive Disorder MDD?

A
  • 1.) sadness (more days than not for most of day)
  • 2.) an hedonia (inability to expereicne pleasure with things that used to be fun)
  • 3.) sleep problems (too much or too little)
  • 4.) eating problems (too much or too little)
  • 5.) thoughts of death (not necessarily suicide)
  • 6.) problems with attention/concentrating
  • 7.) thoughts of worthlessness (self-deprecating comments - not accurate)
  • 8.) motor agitation
  • 9.) fatigue
32
Q

What are the differences between MDD and Persistent Depressive Disorder (Dysthymia)?

A
  • MDD: brief, very intense

- Dysthymia: chronic (at least 1 yr), less intense, hopeless/helpless

33
Q

What are the characteristics of Disruptive Mood Dysregulation Disorder?

A
  • chronic, severe, persistent irritability
  • temper tantrums that are age-inappropriate and out f proportion
  • bad mood
  • happens in at least 2 different settings
34
Q

What are the characteristics of nonsuicidal self-injury?

A
  • intentional self-inflicted damage to the surface of the body
  • no suicidal intent
  • behavior interferes with functioning
35
Q

What is the function of nonsuicidal self-injury?

A
  • obtain relief from negative feeling or cognitive state
  • resolve interpersonal conflict
  • induce a positive feeling state
36
Q

How do you establish rapport? (5)

A
  • 1.) talk about whatever they want to talk about
  • 2.) summary statements - shows that you’re listening
  • 3.) reflection - read behavior and say what they’re feeling (ex. you look angry)
  • 4.) don’t ask yes/no questions (stops conversation)
  • 5.) self-revelation - talk a little about yourself; form of modeling
37
Q

Describe CBT. What does it address?

A
  • primarily addresses behavior/thoughts of self-worthlessness
  • helps to empower
  • 1.) confront child with info that contradicts the inaccurate thought
  • 2.) praise/reinforce accurate thoughts
38
Q

Describe Problem Solving therapy. What does it address?

A
  • targets hopeless/helpless thoughts
  • 1.)describe the problem
  • 2.) brainstorm solutions
  • 3.) advantages/disadvantages of each solution, evaluate
    4. ) pick a solution
  • 5.) do solution
39
Q

What are the reasons for the increased amount of suicidal behavior in teens?

A
  • social media - correlation between smart phone use and depression - major factors were loss of sleep and cyberbullying
  • opiod crisis - lost family members in opioid epidemic
  • suicide is a contagion among children - media starting to glorify/glamourize suicide

PSY 302 - Psychopathology of Childhood (5 decks)

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