exam 3 chapter 20 Flashcards
agoraphobia (DSM-5)
an out-of-proportion fear or anxiety of at least two types of situations where escape might be difficult, lasting at least 6 months
generalized anxiety disorder (GAD)
characterized as excessive anxiety and worry, which occurs more days than not for at least 6 months; at least one physiological symptom (DSM-5)
panic disorder
recurring, unexpected panic attacks (an abrupt and intense fear or discomfort, during which an individual exhibits a minimum of 4 physiological symptoms) followed by at least 1 month of persistent worrying about having another panic attack or change in behavior to avoid
selective mutism
a failure to speak in situations where speaking is typical or expected; able to speak at a developmentally appropriate level in certain settings; must persist for 1 month (not including starting school) and must interfere with achievement or social engagement
separation anxiety disorder (SAD)
developmentally inappropriate and excessive anxiety associated with separation from home or from attachment figures; often worry about danger or harm
social phobia (social anxiety disorder)
persistent fear of social situations or performance situations; fear of acting in a way that will result in negative evaluations (ICD-11)
specific phobia
persistent fear of a specific object or situation that is excessive or unreasonable; phobia must be avoided or encountered with high levels of fear or anxiety (ICD-11); fear in 4 types (animal, environmental, situational, blood/injury/injection) (DSM-5)
anxiety as a multidimensional construct (3)
physiological features, cognitive ideation, behavioral responses
temperament dimension of anxiety
anxiety transmitted via inherited temperamental characteristics (i.e. behavioral inhibition)
CBT strategies (4)
(1) progressive exposure (in vivo or imaginary)
(2) modeling
(3) contingency management
(4) cognitive or information-processing
disruptive mood dysregulation disorder (DMDD) (DSM-5 only)
only diagnosed in children between 6 and 18; onset must be before age 10; chronic irritability for at least 6 months, accompanied by developmentally inappropriate temper outbursts
major depressive disorder (MDD)
at least 2 weeks of depressed/sad mood or loss of interest/pleasure in activities that cause significant distress or impairment; irritability may be present instead of sadness in children and adolescents
MDD in DSM-5 vs ICD-11
DSM-5: severity of depressive episode and additional features necessary for diagnosis
ICD-11: two code categories ((1) single episode depressive disorder and (2) recurrent depressive disorder))
persistent depressive disorder (dysthymia)
a chronic, mild form of depression; lesser intensity and longer duration than MDD; may have irritability instead of sad affect in children and adolescents
premenstrual dysphoric disorder
extreme liability in mood, irritability, depressed mood or hopelessness, anxiety or tension within the week before a menstrual cycle which improve during or after menstrual onset; 2-5% of menstruating women
mixed depressive and anxiety disorder (ICD-11 only)
presentations of both anxiety and depressive disorders with cluster of symptoms remaining sub-threshold for diagnosis of either; excludes manic or bipolar symptoms
model of triadic risk for development of internalizing disorders
how concerns at each level (parent, individual, family systems) would shape and interact in a reciprocal manner across levels of the ecosystem
integrative model of risk for transmission of depression from mother to child
proposes that heritability, depressive maternal affect and symptoms, stress within a household with a depressed parent, and neuroregulatory consequences from that environmental circumstance increase risk for depression in children
cognitive-interpersonal theory of depression
proposes that cognitive style and interpersonal relationship patterns combine to result in depression
attachment theory
early relationship patterns and caregiver’s responsiveness shape the child’s expectations of how they will be treated by others and how responsive others will be to their needs
cognitive theory of depression
the depressive self-schema guides information processing and may produce errors in perception that are consistent with a depressive self-schema (i.e. unlovable or incompetent)
CWD-A program
coping with depression; effective in reducing symptoms in children with primary diagnosis of depression
interpersonal therapy for depressed adolescents (IPT-A)
focuses on resolving conflicts in current important interpersonal relationships and improving communication and relationship skills; goals to reduce depressive symptoms by improving interpersonal functioning
attachment-based family therapy
objectives to reduce depressive symptoms, improve relationships, repair relationally based wounds (i.e. abandonment), and increase empathy among family members
family-focused treatment for childhood depression (FFT-CD)
a 15-session program with elements of CBT, communication skills training, improving family relationships, and facilitating parenting skills that foster more within-family support
treatment of adolescent depression study (TADS)
combination of CBT and medication found to be the most effective in reducing suicidality
