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Parenting > Final Exam > Flashcards

Final Exam Flashcards

1
Q

Why has the diagnostic rate of ADHD doubled in the last 20 years

A
  • changes in diagnosis procedures
  • greater awareness of the problem
  • pharmaceutical marketing
  • greater media attention
  • standardized testing
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2
Q

earliest medical documentation of disorder that seems to be referring to modern day ADHD

A

Sir Alexander Crichton; 1798

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3
Q

Defective moral control

A
  • George Still; 1902
  • first to formally label ADHD in children
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4
Q

ADHD first inclusion into DSM

A
  • DSM II; 1968
  • first time ADHD was included in the publication of DSM; significant step in understanding and diagnosing ADHD
  • Hyperkinetic Reaction of Childhood
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5
Q

ADHD in DSM III

A
  • 1980; Attention Deficit Disorder (ADD) added
  • 1987; DMS IIIR, Attention Deficit Disorder (ADD)
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6
Q

DSM IV inclusion of ADHD

A
  • 1992; Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD)
  • development of ADHD is distinct change between DSM III and DSM IV
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7
Q

ADHD in DSM-5

A
  • 2013; just ADHD with three sub types
  • inattentive, hyperactive-impulsive, combined type
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8
Q

How does brain activity differ in someone with ADHD

A
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9
Q

Diagnosis for Hyperactivity type

A

Struggles with:
- fidgeting
- climbing
- excessive talking
- interrupting
- “on the go” all the time
- staying in seat
- quiet play
- taking turns
- blurting out answers

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10
Q

Diagnosis for impulsive type

A

Difficulties with:
- details
- follow through
- organization
- distractions
- remembering
- sustained attention
- listening
- losing things
- boring tasks

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11
Q

criteria for ADHD diagnosis

A
  • duration: symptoms must be present for at least 6 months
  • early onset: onset of symptoms before age 7 (DSM-IV); onset of symptoms before age 12 (DSM-5)
  • settings: symptoms must be observable in at least 2 settings
  • impact: must cause clear functional impairment to academic and/or social life
  • exclusion: must exclude all other diagnoses such as mood disorder, developmental disorders
  • comorbidities: may occur with other disorders
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12
Q

Russel Barkley - Executive Function

A
  1. Ability to inhibit behavior
  2. ability to use imagery (visual memory)
  3. ability to self-talk (verbal memory)
  4. ability to regulate emotions
  5. ability to plan and problem-solve
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13
Q

Russel Barkley’s ADHD model

A
  • it is not a knowledge problem but a performance problem
  • talk less, touch more
  • externalize memory (since there is no working memory)
  • Externalize time (because there is no concept of time)
  • Externalize sources of motivation
  • Executive function fuel tank empties very quickly
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14
Q

Alder’s goal directed behavior

A
  • unique attention
  • undue sympathy and service
  • power
  • revenge
  • social withdrawal
  • escape from reality
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15
Q

which two of Alder’s goal directed behaviors would require professional help/are the most dangerous

A

social withdrawal and escape from reality

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16
Q

which of alder’s goal directed behavior is this an example of: “I will not be overlooked, I demand your attention”

A

Undue attention

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17
Q

which of alder’s goal directed behavior is this an example of: “you must feel sorry for my distress and grant me special service”

A

undue sympathy and service

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18
Q

which of alder’s goal directed behavior is this an example of: “you are not the boss over me. I will defeat you and do as I please.”

A

Power

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19
Q

which of alder’s goal directed behavior is this an example of: “You hurt me and don’t care about me. I will hurt you back when you are vulnerable”

A

Revenge

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20
Q

which of alder’s goal directed behavior is this an example of: “I can’t win. I want to be left alone. Don’t bother me.”

A

Social withdrawal

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21
Q

which of alder’s goal directed behavior is this an example of: “I must retreat into fantasy and away from unacceptable reality”

A

escape from reality

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22
Q

Galinsky’s Stages of Development

A

stage 1: The image-making stage
stage 2: the nurturing stage
stage 3: the authority stage
stage 4: the interpretive stage
stage 5: the interdependent stage
stage 6: the departure stage

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23
Q

describe Galinsky’s image making stage

A

age of child:
- planning for a child; pregnancy
Main tasks and goals:
- consider what it means to be a parent and plan for changes to accommodate a child

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23
Q

describe Galinsky’s nurturing stage

A

age:
- infancy
main tasks and goals:
- develop an attachment relationship with child and adapt to the new baby

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24
Q

describe Galinsky’s authority stage

A

age:
- toddler and preschool
main tasks and goals:
- parents create rules and figure out how to effectively guide their children’s behavior

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25
Q

describe Galinsky’s interpretive stage

A

age:
- middle childhood
main tasks and goals:
- parents help their children interpret their experiences with the social would beyond the family

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26
Q

describe Galinsky’s interdependent stage

A

age:
- adolescence (parenting dance begins –> renegotiation)
main tasks and goals:
- parents renegotiate their relationship with their adolescent children to allow for shared power in decision-making

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27
Q

describe Galinsky’s departure stage

A

age:
- early adulthood
main tasks and goals:
- parents evaluate their successes and failures as parents

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28
Q

What is adolescence

A

“to grow up, come to maturity, ripen”
adultus: past tense, “grow up”

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29
Q

what is adolescence according to Stanley Hall

A

(1904)
- lasts from puberty to age 25
- “storm and stress”
1. conflict with parents
2. mood disruptions
3. risk behaviors

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30
Q

physical and hormonal changes in adolescence

A

physical changes:
- puberty (menarche for girls)
- influences on onset
- consequences of early or late onset
raging hormones:
- evidence for hormonally driven mood swings

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31
Q

Girls puberty development

A
  • normal age of onset: 8-13
  • adrenarche: 6-10
  • godadarche: 9-10
  • thelarche: 8-11 (typical first physical signs of puberty)
  • pubarche: 12
  • menarche: 10-16
    growth spurt: 11.5 to 16.5
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32
Q

Boys puberty development

A
  • normal age of onset: 9 to 14
  • adrenarche (6-10)
  • Godadarche (9-10)
  • pubarche (M=12)
  • growth spurt 13.5
  • spermarche (10-14) (harder to measure)
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33
Q

how long are neurological and cognitive changes happening during adolescence

A

up until age 25

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34
Q

looking glass self

A

perceiving yourself based on you think others perceive you
- highest in adolescence

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35
Q

what does adolescent nonspecific neuro and cognitive changes look like

A

referring to brain development that begins in early childhood and continues relatively evenly through young adulthood

36
Q

what does adolescent emergent neuro and cognitive changes look like

A

meaning brain development that happens at adolescence and levels off

37
Q

what does adolescent specific neuro and cognitive changes look like

A

this chart is saying neurologic change really only happens during adolescence

38
Q

what type of neurological happen during adolescence

A
  • “explosive” neurological changes –> the neurological changes impact the child-parent relationship
  • increase in white matter in two locations ( prefrontal cortex and parietal lobe)
  • decrease in grey matter
  • increase in executive function
  • cognitive abilities improve
39
Q

what two places is there an increase in white matter during adolescent development

A

prefrontal cortex and parietal lobe

40
Q

which cognitive abilities improve during adolescence

A
  • abstract thought
  • multidimensional
  • relativistic
41
Q

what changes happen to executive function during adolescence

A
  • the capacity to control and coordinate thoughts and behavior.
    -The prefrontal cortex is also associated with controlling impulses, weighing potential consequences of decisions, prioritizing, and strategizing.
  • The prefrontal cortex is also involved in self-awareness and perspective taking, the latter ability underlying the capacity for empathy.
42
Q

what brain changes influence decision making and how so during adolescence

A
  • the medial pre-frontal cortex is more active in adolescence decision making than it is in adulthood (adolescent specific)
  • overall adolescence have a different cognitive approach/strategy to decision making than adults
43
Q

what is adolescent decision making characterized by

A
  • characterized by egocentrism
  • due to heightened sense of self-consciousness (look glass self)
  • due to personal fable: what a teen experiences is unique to them
44
Q

when does grey matter peak

A

peak of grey matter in PFC is associated with peak of puberty

45
Q

social changes in adolescence

A
  • much of elective time spent with peers
  • emotional distance from parents (but conflict is not as high as during pre-teen period)
  • group socialization theory (peers are more influential than parents)
46
Q

why do adolescents take greater riskes

A
  • limbic system: dopamine is at its highest
  • pre-frontal cortex (still developing – synaptic pruning)
47
Q

what is the “peer effect”

A

when adolescents engage in risky behavior in presence of peers when they normally would not take those risks

48
Q

what are stanley hall’s three points

A
  1. conflict with parents
  2. mood disruptions
  3. risk behavior
49
Q

mental health problems in adolescents

A

27% of youth 12 to 17 years received treatment
- depression is the most comment

50
Q

different developmental pathways to violence

A
  • early vs late onset
  • proactive vs. reactive
  • nature of aggressive behavior
  • most common pathway is authority conflict
51
Q

authority conflict pathway

A
  • begins the earliest
  • has its roots in stubborn behavior in toddlers and preschoolers –>defiance and disobedience –> adolescent authority avoidance acts (breaking parental rules by staying out late, truancy, and running away from home)
52
Q

overt aggression pathway

A
  • begins with minor aggression, such as bullying.
  • as kid gets older, aggression is expressed as physical fighting (either individually or in gangs)
  • aggression escalates into serious violence, including rapes
53
Q

covert aggression pathway

A
  • begins with minor dishonest behavior (shoplifting and frequent lying)
  • as youth get older they engage in property damage, such as breaking objects or setting fires.
  • The severity of the actions then escalates into drug dealing and engaging in fraud, burglary, and theft, for example.
54
Q

how can parents help teens navigate adolescence

A

balance of oversight and control with encouraging independence and responsiblity

55
Q

what traits is authoritative parenting linked to

A
  • psychosocial maturity
  • better grades
  • fewer behaviors
56
Q

what are the four key parenting ingredients

A
  1. staying connected (warm, loving, positive relationship)
  2. maintaining open communication
  3. monitoring/knowledge about teen: more monitoring is associated with fewer problems
  4. appropriate control techniques
57
Q

ineffective discipline for teenagers

A

inconsistent, physical punishment, psychological control

58
Q

ways parents influence teens

A
  • clearly communicating disapproval
  • engaging in strict discipline
  • modeling
  • encouraging
  • indirect influence
59
Q

attachment theory

A
  • Understanding how love between a parent and child develops and affects development
  • has roots in Freudian ideas, evolutionary views, and empirical research into the mother-child bond in rhesus monkeys conducted by Harry Harlow
  • addresses the establishment, maintenance, and consequences of affectionate bonds between parents and children.
  • John Bowlby (1907–1990), a British child psychiatrist, initially formulated its central ideas.
60
Q

who studied imprinting

A

Lorenz (1952)
- animals/humans are born with the innate instinct to form a bond
- studied the ducks

61
Q

what did harlow study

A
  • 1958
  • experiment with monkey wire vs. cloth mother
  • measuring the nature of love
  • contact comfort overwhelms all other variables including nursing
  • contact with mother can change personality/emotion
  • study is still used today to understand child attachment
62
Q

what did Bowlby and Ainsworth study

A

formulated central ideas of attachment theory (1958)

63
Q

circle of security

A
  • confidence for child to go explore the world
  • comfortable enough to come back and seek comfort (coming back refills emotional cup)
  • circle grows broader as child grows older
64
Q

The attachment system

A
  • novelty seeking: security gives child comfort to go out and explore
  • proximity seeking: feels sage enough to come home for comfort
65
Q

ainsworth strange situation experiment

A

studied infant attachment
How infants respond to the parent during reunions reveal the children’s emotional ties to their parent
- children’s learned behavior strategy of interacting with the mother.
-To determine the quality of the parent-child relationships, video recordings of infants in Ainsworth’s Strange Situation procedure are coded in order to classify a child into attachment types. The classification is based primarily on how infants behave when the mother leaves and returns. Other information that contributes to the coding includes how upset the infants become, how much they cry, and whether and when they show positive emotion.

66
Q

secure attachment

A
  • 65% of general population
    child’s general state of being:
  • secure, explorative, happy
    Mother’s responsiveness to her child’s signals and needs
  • quick, sensitive, consistent
    Fulfillment of the child’s needs
  • believes and trusts that his/her needs will be met
67
Q

avoidant attachment

A
  • 20% of the population
    The child’s general state of being
  • not very explorative, emotionally distant
    mother’s responsiveness to her child’s signals and needs
  • distant, disengaged
    fulfillment of the childs needs
  • subconsciously believes that his/hers needs probably wont be met
68
Q

Ambivalent attachment

A
  • 10-15% of general population
    child’s general state of being:
  • anxious, insecure, angry
    Mother’s responsiveness to her child’s signals and needs
  • inconsistent; sometimes sensitive, sometimes neglectful
    Fulfillment of the child’s needs
  • cannot rely on his/her needs being met
69
Q

Disorganized attachment

A
  • 10-15% of general population
    child’s general state of being:
  • depressed, angry, completely passive, nonresponsive
    Mother’s responsiveness to her child’s signals and needs
  • extreme, erratic: frightened or frightening, passive or intrusive
    Fulfillment of the child’s needs
  • severely confused with no strategy to have his/her needs met
70
Q

attachment and biological outcomes

A
  • oxytocin
  • myelination
71
Q

Bronfenbrenner’s Ecological Systems Theory

A
  • Ecologists believe that one cannot and should not separate out the person from the environment; the two are integrally connected (transactional influence)
  • macrosystem
  • exosystem
  • mesosystem
  • microsystem
72
Q

what is the macrosystem

A

attitudes and ideologies of the culture
- outermost social layer
- often understood as intangible influences
- no direct contact
- affect person’s exo- and micro- influences
ex: cultural values, religious beliefs, ideologies, wars

73
Q

what is the exosystem

A

The layer of context or settings in the ecological systems theory that affects children but does not directly include children (e.g., parents’ workplace)
- external social layer
- larger social system
-no direct contact
- affect person’s microsystems
examples: gov, social services, economics, parent work place

74
Q

what is the mesosystem

A

A layer of the ecological systems theory that refers to the system of processes or linkages taking place between two or more microsystems.
- connect microsystems that normally would not be interrelated
examples: childs bday party, parent-teacher conference, christmas party

75
Q

what is the microsystem

A

A term in the ecological systems theory that refers to the contexts where children interact (e.g., the home, school, and playground).
mid-level determinants: (closest layer to the individual)
- direct and regular contact
- reciporical, bidirectional relationship
examples: family, school, work, neighborhood

76
Q

what is the chronosystem

A

This system refers to how nested systems of interactions can change over time
- considers developmental, societal, economic changes
ex: growing up/aging, technical advancements, job loss

77
Q

bandura’s social cognitive theory

A
  • bobo doll study
  • observational learning and reinforcement
  • social cognitive theory: role of feelings of self- efficacy
78
Q

Parent-child coercive cycles

A
  • Gerald Patterson
  • studied role of social learning in the development of deliquency
  • coercive
79
Q

Vygotsky

A
  • zone of proximal development
  • interaction with parent and child can lead to learning and better relationship with the child
80
Q

Erikson’s Stage Theory

A

trust vs. mistrust: infancy
autonomy vs. shame: 1-3
Initiative vs. guilt: 4-5
industry vs. inferiority: 6-puberty
identity vs. role confusion: adolescence
intimacy vs. isolation: early adulthood
generativity vs. stagnation: middle adulthood
integrity vs. despair: late adulthod

81
Q

what of Erikson’s stages occur in adolescence and what is the importance

A

identity vs role confusion
- importance of identity in adolescents

82
Q

parenting traits (Baumrind)

A
  • describing parents with one major child rearing quality or characteristics
  • oldest way to conceptualize and study parents
83
Q

braumind’s typology

A
  • authoritative
  • authoritarian
  • permissive
  • uninvolved/neglecting
84
Q

child effects and transactions

A
  • like a reverse of the parenting traits mode/ says parents parent how they do based on their childs traits
  • child influences parent rather than parent influences child
85
Q

social address

A
  • understanding parenting based on culture/location
86
Q

meta-parenting

A
  • parenting that happens away from the child
  • parental thoughts about their children or childbearing before or after interactions
  • lots of parenting occurs during meta-parenting: important part is reflection which shapes their actions going forward
87
Q

parent cognition

A
  • focus on parents (and child) thinking processes
    -attitude
  • attributions
  • beliefs
  • decision making
  • expectations
  • goals
  • metaparenting
  • perceptions
  • problem solving ability
  • self perception
88
Q
A

Parenting (1 decks)

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