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NCC > Human Growth and Deveopment > Flashcards

Human Growth and Deveopment Flashcards

1
Q

Cognitive Development

A

Piagets Constructivism rejects solely biological determined maturation

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2
Q

Theories of cognitive development

Assimilation and accommodations

A

Piaget

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3
Q

Theories of cognitive development

Assimilation and accommodations - Piaget

A

People adapt to their environment cognitively through

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4
Q

Theories of cognitive development

assimilation - Piaget

A

Incorporates new knowledge

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5
Q

Theories of cognitive development

Accommodation - Piaget

A

Modify existing scheme to incorporate new knowledge

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6
Q

Piaget’s concepts

A

Assimilation and accommodation
Equilibration
Stages of Devlopment

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7
Q

Theories of cognitive development

Equilibrium - Piaget

A

Motivation drive toward cognitive equilibrium

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8
Q

Stages of Development - Piaget

A

0-2 Sensorimotor
2-7 Pre-operational
7-11 Concrete Operational
11+ Formal Operational

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9
Q

0-2 Sensorimotor - Piaget

A

Object permanence

Explore symbolic thinking

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10
Q

2-7 Pre operational - Piaget

A

Egocentrism- inability to take perspective of others
Animism
Irreversible and centration- inability to conserve physical dimension of an object eg smoke water

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11
Q

7-11 Concrete Operations - Piaget

A

Understand operations or bigger or smaller

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12
Q

11+ Formal Operational -Piaget

A

Ability to think abstractly

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13
Q

Vygotsky’s Theory of Development

Social development

A

Distinguishes between elementary mental functions and higher functions

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14
Q

Vygotsky’s Stages in Development of Speech

A

Stage 1: 0-3yrs Social Speech
Stage 2: 3-7yrs Egocenteic Speech
Stage 3: 7+ Innerspeach

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15
Q

Theory of Language

Native approach

A

Learn language by exposure

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16
Q

The nature of language

Morphology

A

Rules for word formation

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17
Q

Reality Principle -Frued

A

Ego operates to seek to satisfy the id Ina realistic socially acceptable way

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18
Q

Freud’s Stages

A 
Oral 0-12mo
Anal 1-3yr
Phallic 3-6
Latency 6-12yr
Genital Stage 12+
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19
Q

Erikson’s - Psychosocial Development

A 
basic trust vs mistrust (infancy)
Autonomy vs Shame doubt (toddler)
Initiative vs Guilt  (early childhood)
Industry vs Inferiority (school age)
Ego vs Role Role confusion (adolescent)
Intimacy vs Isolation (young adult)
Generativity vs Stagnation (middle adulthood)
Ego Integrity vs Despair (maturation/old age)
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20
Q

Buss and Plomin

A

Heredity has a substantial generic component

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21
Q

Schaefer

A 
Parenting Styles
Warm Permissive
Warm restrictive 
Hostile permissive
Hostile restrictive
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22
Q

Baumrind

A 
Parenting Styles
Permissive Restrictive style
Authoritarian
Permissive
Authoritative
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23
Q

Kohlberg Cognitive-developmental theory

A

Gender typing as sequence is stages

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24
Q

Kuber-Ross

A

5 stages of dying

1) denial
2) anger
3) bargaining
4) depression
5) acceptance

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25
Q

5 stages of dying - Kubler-Ross

A

1) denial
2) anger
3) bargaining
4) depression
5) acceptance

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26
Q

Kohlbergs Stages of Moral Deveopment

A

Pre-conventional Morality
Conventional Morality
Post Conventional Morality

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27
Q

Kohlbergs Preconventional Morality

A

Stage 1: Punishment and Obedience Orientation (avoid punishment)

Stage 2: Instrumental Hedonism (obtain rewards)

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28
Q

Kohlbergs Conventional Morality

A

Stage 3: Good Boy/ Good Girl (approved by others)

Stage 4: Law and Order Orientation (legitimate authorities)

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29
Q

Kohlbergs Post Conventional Morality

A

Stage 5: Morality of Contract, Individual Rights and Democratically Accepts (Laws can change)

Stage 6: Morality of Individual Principles of Conscience (self chosen universal principles)

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30
Q

Carol Gilligan

A

Moral Development for Women

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31
Q

Moral Development -Gilligan

A

Selfish
Social (Conventional) Morality
Post Conventional (Principled) Moralities

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32
Q

Task and Milestones Theories of Development

A

Achieving tasks and milestones

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33
Q

Havighurst Development Tasks

Robert Havighurst

A

Six developmental tasks

1) infancy and early childhood
2) middle childhood
3) adolescence
4) early adulthood
5) middle age
6) later maturity

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34
Q

Havighurst developmental tasks infancy to early childhood

Birth to 6yrs

A 
Walk
Take solid food
Learning to talk
Learning to control pee & poo
Learning sex differences
Forming concepts and language to describe social and physical reality 
Getting ready to read
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35
Q

Havighurst middle childhood developmental tasks

6yrs to 12

A 
Physical skills for ordinary games 
Wholesome attitudes towards oneself
Get along with age-mates
Learn Male/Female roles
Fundamental reading 
Concepts for everyday life
Conscience morality
Personal independence
Developing attitudes towards social groups/institutions
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36
Q

Havighurst middle adolescent developmental tasks12-18

A 
Mature relationships with age mates
Accepting physique
Achieving emotional independence
Prepare for marriage and family life
Prepare for career
Acquire a set of values and ethics
Desire and achieve socially responsible behavior
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37
Q

Havighurst early adulthood developmental tasks

A 
Selecting mate
Achieving male/female role
Learning to live with marriage partner
Starting Family
Rearing children
manage home
Start occupation
Start civic responsibility
Find social group
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38
Q

Havighurst Middle age developmental tasks

A 
Assisting teenage children
Achieve social/civil responsibility
Satisfaction in career
Develop leisure time activities
Relating to spouse
Adjust to physiological change of middle age
Adjust to parenting
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39
Q

Havighurst Later Maturity developmental tasks

A 
Adjust decrease physical health/strength
Adjust retirement
Adjust to death of spouse 
Affiliate with ones age group 
Adopt social roles 
Establish physical living arangements
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40
Q

Harlow and Zimmerman

A

Attachment theory comfort theory baby monkey likes cuddly parent. Theory attachments to form attachments for survival

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41
Q

Attachment Phenomena

A 
Separation anxiety
Stranger danger 
prolonged separation
-protest 
-despair
- detachment
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42
Q

Sigelman and Shaffer

A

Divorce and Remarriage

Stressful for all members

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43
Q

Belsky and Rovine

A

Maternal employment and daycare no negative affects of daycare

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44
Q

Sharon Kethcam

A

Risk and Protective factors in childhood studies

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45
Q

Rosenthal and Jacobson

A

Teacher expectations
Self fulfilling prophecy
Head start works

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46
Q

School Counselor functions

A 
Diagnostic assessment
Remediation
Education
Research
Prevention and Maladaption
Promotion of healthy development
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47
Q

School counselor tests of learning potential

A 
Stanford-Binet
WISC-IV
WIPPSI and WAIS IV
McCarthy Scale of Children's Abilities
Non-verbal Intelligence Test
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48
Q

School counselor tests for perceptual-premotor functioning

A

Bender-Gestalt Visual Motor Test

Berry Test of Visual Motor Integration

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49
Q

School counselor tests of adaptive behavior

A

Vineland Test for Social Maturity

Cann-Levine Social Competency Scale

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50
Q

School counselor tests of personality tests

A 
Draw a person
House tree person
kinetic family drawing 
The Rorschach 
Children's Apperception Test (CAT)
Thematic Apperception Test (TAT)
The Bender-Gestalt
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51
Q

School counselor tests of learning disabilities

A

Illinois Test of Psochyljnquistics Abilities (ITPA)

Wepman Test of Auditory Discrimination

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52
Q

School counselor tests of achievements

A 
Peabody Individual Achievement Test (PIAT)
Key Math
Woodcock 
Stanford Achievement Test
Wide Range Achievement Test
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53
Q

IDEA

A

Individuals with Disabilities Act

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54
Q

SOMPA

A

System of Multicultural pluralistic Assessment

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55
Q

Mercer Lewis

A

Purpose a system of assessment based on multi-cultural pluralist model

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56
Q

MBD

A

Minimum brain dysfunction syndrome

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57
Q

Pavlov’s Dog

A

Classical Conditioning

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58
Q

3 common uses of classical conditioning

A

Systematic desensitization
Aversive counterconditioning
Assertiveness training

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59
Q

John B Watson

A

Albert B white rat experiment

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60
Q

Edward Thorndike

A

Provisional laws of learning behaviorist

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61
Q

BFF Skinner

A

Operant Conditioning

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62
Q

Operant conditioning

A

BEHAVIOR INCREASES
Positive Reinforcement-reward
Negative Reinforcement-relief

BEHAVIOR DECREASES
Punishment (Stimulus applied)
Punishment (Stimulus removed)

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63
Q

Life Span Development

A 
Nature-Nurture Controversy
Cognitive Development
Language Development 
Personality Development 
Moral development 
Tasks & Milestones Theories
Family factors
Risk resilience factors
The effect of school
School counseling
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64
Q

The nature of language

Phonology

A

What a language sounds like

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64
Q

The nature of language

Syntax

A

The rules which specify how word should be combined into form sentences

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64
Q

The nature of language

Semantics

A

Selecting words and phrases which express one’s intended meaning

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65
Q

The nature of language

Pragmatics

A

How language is to be used in different social contexts

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66
Q

Freud’s Stages

Oral stage

A

During this stage and Weening is the primary source of conflict

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67
Q

Freud’s Stages

Anal stage

A

Main issues during the stages control of bodily waste

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68
Q

Freud’s Stages

Phallic stage

A

Sex-role sensations is located in the genitalia primary task resolution of the Oedipal conflict

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69
Q

Freud’s Stages

Latency stage

A

Libidinal and energy is diffuse rather than focus on any one area of the bodysocial skills emphasized

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70
Q

Freud’s Stages

Genital stage

A

Successful outcome occurs when sexual desire is bonded with affection to produce mature sexual relationship

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71
Q

Erikson’s - Psychosocial Development

Psychosocial crisis

A

Stages of development are based in social crisis rather than sexual prices

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72
Q

Erikson’s stages of psychosocial development

Basic trust versus mistrust

A

Positive relationship with ones primary caretaker

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73
Q

Erikson’s stages of psychosocial development

Autonomy versus shame and doubt

A

A sense of self develops from positive interactions with one’s parents

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74
Q

Erikson’s stages of psychosocial development

Initiative versus guilt

A

Favorable relationships produce an ability to set goals and devise and carry out plans without infringing on the rights of others

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75
Q

Erikson’s stages of psychosocial development

Industry versus inferiority

A

Most important influences at this stage are people in the neighborhood child must master certain school and academic skills

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76
Q

Erikson’s stages of psychosocial development

Ego identity versus role confusion

A

Pure are the dominant social influence during adolescence positive outcome reflected in a sense of personal identity and direction for the future

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77
Q

Erikson’s stages of psychosocial development

Intimacy versus isolation

A

Main task during early adult is establishing intimate bond of love and friendship

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78
Q

Erikson’s stages of psychosocial development

Generativity versus stagnation

A

I generative person exhibits commitment to the well-being of future generations

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79
Q

Erikson’s stages of psychosocial development

Ego integrity versus despair

A

In this final stage of development social influence broadens to include all mankind integrity requires coming to terms with one owns limitations and mortality

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80
Q

Parenting styles

Warm/permissive

A

Children of warm excepting parents tend to be independent outgoing assertive active tolerant and high in esteem

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81
Q

Parenting styles

Warm/restrictive

A

Children of parents who are high and affection control or typically depended insecure and low and creativity

82
Q

Parenting styles

Hostile/permissive

A

Hostile noncontrolling parents usually have children who are disobedient aggressive and rebellious

83
Q

Parenting styles

Hostile/restrictive

A

Children reared by hostile controlling parents are often socially withdrawn Or self punishing

84
Q

Parenting styles

Authoritarian

A

Parents impose absolute standards of conduct stress obedience and are willing to use physical punishment to gain compliance children are often irritable dependent submissive and have limited sense of responsibility Lower achievers

85
Q

Parenting styles

Permissive

A

Parents to provide their children a few controls and display moderate levels of warms children are usually impulsive aggressive self-centered and no one achievement and independence

86
Q

Parenting styles

Authoritative

A

Parents adopt a more moderate approach and combine rational control with worms they set rules are flexible explain the rationale for the rolls children are independent assertive self-confidence socially responsible and tend to do better in school

87
Q

Peer factors

Childhood

A

Children who are popular with their peers have moderate levels of self-esteem are more attractive intelligent and creative have good role taking skills and high levels of self-control

88
Q

Peer factors

Adolescents

A

Market increase susceptibility to pressure peer pressure as evidenced by adolescents conformity such as fashions music social activities.
Still strongly influenced by their parents

89
Q

Peer factors

Gender differences

A

Females are more likely to stress intimacy and shared feelings while males tend to focus more on shared activities

90
Q

Theories of gender role development

Biological theories

A

Stress the role of hormones

91
Q

Theories of gender role development

Social learning theory

A

Gender typing results from a combination of observational learning and differential reinforcement

92
Q

Theories of gender role development

Cognitive developmental theory

A

Age 2 or 3 children acquire gender identity
Soon after children realize that gender identity is stable
Age 6 or seven children understand gender is constant over situations

93
Q

Gesell’s developmental milestones

A

Made it possible to apply standards for development against children may be compared to indicate how normally they are growing

94
Q

Bayley developmental scale

A

1-3 mo turns head
4-6 mo shows fear sits up
7-9 mo control trunk stranger danger
10-12 mo stands alone mama dada
15 mo climb stairs throw objects
18 mo walk runs express whole phrases
24 mo toilet training speaks 3-4 words parallel play
36 mo walks tiptoes rides tricycles vocabulary 1000 words
4-5 U.S. Climbs jumps 2000 words
6-7 hops gallops gender consistency understand death
8-9 movement more graceful enjoy school skills
10-12 good control peer group extremely important

95
Q

Bayley developmental scale
Motor/perceptual development
Social/language development
0-3 mo

A

Turn head from side to side
play with hands and fingers
Cries when I’m comfortable eventually cries become differentiated

96
Q

Bayley developmental scale
Motor/perceptual development
Social/language development
4 to 6 mo

A

Sits up hold up head live shoulders shows for your response to visual cliff Babbles is able to differentiate between family members

97
Q

Bayley developmental scale
Motor/perceptual development
Social/language development
7 to 9 Mo

A

Control of trunk sits alone increasingly good coordination

Makes about sounds goes from crying and laughing quickly

98
Q

Bayley developmental scale
Motor/perceptual development
Social/language development
10-12 mo

A

Sit steadily stands erects stands alone walks

Imitates behaviors of others simple games of Patticake peekaboo word spoken

99
Q

Bayley developmental scale
Motor/perceptual development
Social/language development
15 mo

A

Able to climb stairs walks alone come through objects

Names familiar objects vocalizes wants

100
Q

Bayley developmental scale
Motor/perceptual development
Social/language development
18 mo

A

Walks and runs with wide stance walking sideways and backwards
Uses about 50 words to word phrases

101
Q

Bayley developmental scale
Motor/perceptual development
Social/language development
24 mo

A

Walks with steady gait runs fairly controlled uses toilet

Speaks in 3 to 4 word sentences exhibits grammatically over regulate station enjoys parallel play

102
Q

Bayley developmental scale
Motor/perceptual development
Social/language development
36 mo

A

Walks on tiptoes standalone on 1 foot throw a ball fortify feet rights tricycle
Vocabulary about 1000 words talked and sentences shows understanding of feelings

103
Q

Bayley developmental scale
Motor/perceptual development
Social/language development
4-5 yrs

A

Claims and jumps goes upstairs throws a ball overhand run skillfully Hops and jumped rope
Understands gender stability vocabulary over 2000 words repeats a sentence of 10 syllables

104
Q

Bayley developmental scale
Motor/perceptual development
Social/language development
6-7 yrs

A

Climbs hop scallops begins to use hands as tools ties shoelaces enjoy sports
Command of all types of sentence structure understands gender constancy needs a little assistance dressing understands death

105
Q

Bayley developmental scale
Motor/perceptual development
Social/language development
8 to 9 yrs

A

Movements more graceful Eye/hand coordination skillful in manual activities begin’s handwriting enjoys new skills
Acquired in school increasingly self-reliant develop social skills

106
Q

Bayley developmental scale
Motor/perceptual development
Social/language development
10-12 yrs

A

Good muscular control manipulative skills equal to adults

Peer group is extremely important usually prefers to play with members of own sex

107
Q

Attachment Phenomena

Separation anxiety

A

Caused by separation from primary caretaker begin 6 to 8 months peaks 14 to 18 months

108
Q

Attachment Phenomena

Stranger anxiety

A

Beginning eight months infants become anxious and fearful in the presence of stranger continue through the first year declines in the second year

109
Q

Attachment Phenomena

Prolong to separation

A

Protest stage child refuses to except separation
Despair stage child seems to give up on all hope for reconciliation
Detachment child begins to except attention from others seems less unhappy

110
Q

Risk and protection factors

General risk and protective factors

A

Boys externalize behaviors girls internalize behaviors and are often ignored
A single risk factor can only be accounted for in 30% of any behavioral problem

111
Q

Risk and protection factors

Individual risk factors

A

Physical development problems are more common in young boys
Second decade of life more challenging for girls
Peers to use alcohol and drugs are the surest predictor of use among youth
Lack of skills for dressing responsibility is risky situations

112
Q

Risk and protection factors

Family risk factors

A

Highly critical inconsistent parenting
Very busy parents
Remaining an abusive or conflict and families

113
Q

Risk and protection factors

School risk factors

A

High demands for student performance without support
Programming based around competitive learning
very large schools

114
Q

Risk and protection factors

Community risk factors

A

High mobility
Lax community laws
Poverty is not a direct risk factor only increases risk

115
Q

Risk and protection factors

Individual protective factors

A

Sense of self efficacy and problem-solving provide protection
High premium put on looks combined with critical behavior

116
Q

Risk and protection factors

Family protective factors

A

Children who have been assigned chores that are important to the functioning of the home
Strong bond with at least one parent

117
Q

Risk and protection factors

School protective factors

A

Belief and potential of all students
Required helpfulness
High demand for student performance

118
Q

Risk and protection factors

Community protective factors

A

A close friend

A community where people look out for each other

119
Q

Risk and protection factors

Prevention programs based on risk and protective factors

A

Programs which target multiple domains including school community
Short-term programs
Focused almost exclusively on individual risk
Programs to impact parent literacy education
Sports programs

120
Q

Law of Effect

Edward Thorndike

A

When a response made in the presence of a stimulus is followed by a satisfying event the connection between the stimulus and the response is strengthenedwhen unpleasant connection between the stimulus and response as weakened

121
Q

Operant conditioning

Escape conditioning

A

Behavior is increased because performance of that behavior allows the organism to escape a stimulus

122
Q

Operant conditioning

Avoidance conditioning

A

Behavior is increased because performance of the behavior allows the organism them to avoid a stimulus

123
Q

The process of operant conditioning

The Skinner box

A

Bar pressing and keep packing in routes and pigeon within the confines of a box like apparatus the operant chamber

124
Q

The process of operant conditioning

Extinction

A

The withholding of a reinforcer and the consequent decline in operant response strength

125
Q

The process of operant conditioning

Conditioned reinforcer or

A

Reinforcers such as grades token acquire reinforcing value only through their repeated association with the primary reinforcer

126
Q

The process of operant conditioning
Conditioned reinforcer
Secondary reinforcer

A

The token to maintain the operant conditioning

127
Q

The process of operant conditioning

Schedule of reinforcement

A

Schedules of reinforcement refers to rules which determine how often reinforcements will follow a response

128
Q

The process of operant conditioning

Fixed interval

A

Subject is reinforced after fixed. Time regardless of the number of responses tends to produce minimal level of work

129
Q

The process of operant conditioning

Variable interval

A

The interval between delivery of reinforcement vary in unpredictable manner eg 10,40,20, 50 seconds overall study behavior is maximized

130
Q

The process of operant conditioning

Fixed ratio

A

Reinforcer is delivered each time the subject makes a specific number of responses greater the number of responses the greater reward higher quantity but lower quality in a work force resulting in work or fatigue resulting from reluctance to take breaks

131
Q

The process of operant conditioning

Variable ratio

A

Reinforces are provided after a very number of responses a rat might be reinforced after 45 35,25 and 15 bar presses variable schedule produces high rates of responding and behaviors most resistant to extinction

132
Q

Neurodevelopmental disorders

A

Typically manifest early in development often before the child enters gradeschool

133
Q

Intellectual disability

A

Three diagnostic criteria
1)deficit and intellectual functioning 2)deficits in adaptive functioning the 3)onset of intellectual and adaptive functioning deficits during the developmental.

134
Q

Communication disorder child onset fluency disorder

A

Differential diagnosis childhood onset through and see disorder must be distinguished from normal speech disposal and sees that often occur in early childhood

135
Q

Autistic spectrum disorder

A

Persistent deficit in social communication and interaction across multiple context
Restricted repetitive patterns of behavior
Presence of symptoms during the early developmental.
Impairment in social occupational and other areas of functioning

136
Q

Autistic spectrum disorder

Differential diagnosis

A

Must be distinguished from RETT syndrome, selective mutism language disorder, intellectual disability, stereotypic movement disorder, ADHD and schizophrenia

137
Q

Attention deficit/hyperactivity disorder

A

Characterized by a pattern and inattention and or hyperactivity impulsivity that has persisted for at least six months prior to 12 years of age present in at least two settings home and school.requires six characteristic symptoms

138
Q

Attention deficit/hyperactivity disorder
Combined six in 2 settings for 6 months
Inattention characteristics

A

Fails to give close attention to details; has difficulty sustaining attention to task or play activities; doesn’t listen listen when directed spoken to; fails to finish schoolwork or chores; is easily distracted by extraneous stimuli; is often forgetful in daily activities

139
Q

Attention deficit/hyperactivity disorder
Combined six in 2 settings for 6 months
Hyperactivity – impulsivity characteristics

A

Frequently fidgets or squirms and seed; often leave seats at inappropriate times; frequently runs or climbs in inappropriate situation; talks excessively; has difficulty waiting his turn; interrupt or intrude some others

140
Q

Specific learning disorder

A

Diagnosed when a person exhibits difficulties relating to academic skills as indicated by the presence of at least one characteristic symptoms that persist for at least six months despite the provision of intervention targeting those difficulties

141
Q

Specific learning disorder
At least one for six months
Characteristics

A

Include in accurate or slow and effortful reading; difficulty understanding the meanings of what is read; difficulties with spelling; difficulties with written expression; difficulties mastering number sense, number fact, or calculations; difficulty with mathematical reasoning

142
Q

Motor disorder: tics disorder

A

A sudden rapid reoccurring on Rithmetic motor movement or vocalization includes eye blinking

143
Q

Motor disorder: tics disorder

Tourette’s disorder

A

Characterized by the presence of at least one VocalTec and multiple murder text me if you’re simultaneously or at different times

144
Q

Motor disorder: tics disorder

Persistent motor or Vocal Tic disorder

A

Involve single or multiple more to her vocal tics to have persisted for more than one year began prior to 18

145
Q

Schizophrenia spectrum and other psychotic disorders

Presence of one or more of the following

A

Delusions what’s believes that firmly held despite everyone else’s beliefs Hallucinations perceptions like experience that occur without external stimulus
Disorganize thinking usually inferred from the individual speech
Grossly disorganized or abnormal motor behaviors can take several forms including unpredicted agitation
Negative symptoms involving restriction in range and intensity of emotions

146
Q

Delusional disorder

Presence of one or more delusions at least one month

A

EROTOMANIC Believe that someone is romantically in love with individual
GRANDIOSE Believe that he has great but unrecognized talent or insight
JEALOUS Belief that one spouse or lover is unfaithful
PERSECUTORY Belief that one is being conspired against cheated spied on poisoned
SOMATIC Belief that one has an abnormal bodily function or sensation
MIXED
UNSPECIFIED

147
Q

Schizophrenia

A

Presence of at least 2 active phase symptoms delusional hallucinations disorganized speech grossly disorganized behavior negative symptoms for at least one month with at least one symptom being delusional or hallucinations or disorganize speech

148
Q

Schizophrenia

Differential diagnosis

A

Must be distinguished from the effects of the anphentamines and cocaine.
One psychotic symptoms occur only during episode of mood disturbance the diagnosis is major depressive or bipolar disorder with psychotic features

149
Q

Schizophreniform disorder

A

Identical to the schizophrenia disorder except that the disturbances present for at least one month but less than six months

150
Q

Brief psychotic disorder or

A

Characterized by the presence of one or more of four characteristic symptoms delusions hallucinations. Symptoms are present for at least one day but less than one month and with an eventual return to premobid functioning

151
Q

Schizoaffective disorder

A

Is characterized by an uninterrupted periods of illness which at some time there are concurrent symptoms of schizophrenia and symptoms of major depressive or manic episode with a period of at least two weeks without prominent mood symptoms

152
Q

Bipolar I disorder

A

Requires at least one manic episode with the distinct period of abnormally and persistently elevated expansive or irritable mood and abnormality and persistently increased goal directed activity or energy episode was last for at least one week we present most of the day nearly every day and include at least three characteristics inflated self-esteem grandiosity decreased need for sleep excessive talking flight of ideas. Requires that symptoms cause market impairment in school or occupational functioning requiring hospitalization to avoid harm to self or others orange with psychotic features features may also include one or more episodes of hypomania or depression major

153
Q

Bipolar II disorder

A

Requires at least one hypomanic episode and one major depressive episode hypomania is a distinct. Of abnormally and persistently elevated expansive and or irritable mood bus for at least four consecutive days and his present most of the day nearly every day not severe enough to cause market impairment in social occupational functioning or requiring hospitalization major depressive episode last for at least two weeks or involves five and the more characteristics and one must be depressed mood

154
Q

Cyclothymic disorder

A

Characteristic by numerous. Hypomanic symptoms that do not meet criteria for hypomanic episode or numerous periods with depressive symptoms that do not meet criteria for major depressive episode symptoms lasting for two years and adults or 1 year in children and adolescents must cause significant distress or impairment in functioning

155
Q

Depressive disorders

Disruptive mood dysregulation disorder

A

Presence of severe recurrent temper outburst manifested verbally i.e. verbal rages or behavioral physical aggression toward people or property that are grossly out of proportion in intensity or duration to the situation or provocation. Chronic persistent irritability or angry mood between temper outburst on most days symptom must be present for 12 months exhibits at least two of three settings. temper outbursts are inconsistent with individual development level occur on average at least three times each week cannot be assigned for this individual is 6 years of age or after she is 18 of age and age of onset must be before 10

156
Q

Depressive disorders

Major depressive episode

A

Requires the presence of at least five symptoms of major depressive episode nearly every day for at least two weeks with at least one some to being depressed mood or loss of interest or pleasure symptoms and depressed mood our market diminished interest or pleasure in most or all activity significant weight loss when not dieting or weight gain or decrease or increase in appetite insomnia or hypersomnia psychomotor agitation or retardation fatigue or loss of energy feelings of worthlessness or excessive guilt diminished ability to think or concentrate recurrent thoughts of death recurrent suicidal I donations or a suicide attempt clinically significant distress or impairment functioning

157
Q

Depressive disorders
Major depressive episode
Differential diagnosis

A

Psychotic symptoms occur exclusively during periods of mood disturbance major depressive disorder or that occurs in reaction to a psychosocial stressor different from an adjustment disorder with depressed mood in that in the letter the diagnostic criteria for major depressive disorder or not met

158
Q

Depressive disorders

Persistent depressive disorder Dysthymia

A

Characterized by depressed mood on most days for at least two years in adults for at least one year in children and adolescents as indicated by the presence of at least two of the following symptoms poor appetite or over eating insomnia or hypersomnia no energy or fatigue low self-esteem poor concentration or difficulty making decisions feelings of hopelessness during the two years that individual has not been symptom-free for more than two months and the symptoms can cause significant distress or impaired functioning

159
Q

Depressive disorders

Premenstrual dysphoric disorder

A

Presence of at least five characteristics during the final week or onset of mences with improvement within a few days after onset of menses.irritability or anger depressed mood self-deprecating thoughts anxiety or tension and at least one symptom must be decreased interest in usual activities impaired concentration lethargic market change in appetite Heiple thoughts on the or in some sense of being overwhelmed are out-of-control or physical symptoms breast swelling or joint or muscle pain

160
Q

Anxiety disorders

Separation anxiety

A

Developmentally inappropriate and excessive fear or anxiety related to separation from home or attachment figures evidenced by at least three symptoms recurrent of excess distress when anticipating or experience separation from home or major attachments; persistent excessive fear of being alone; repeated complaints of physical symptoms when separation from an attachment figure occurs; diagnostic must last for at least four weeks in children and adolescents or at least six months and adults must cost clinical significant distress or impairment functioning.

161
Q

Anxiety disorders

Social anxiety disorder

A

Intense fear or anxiety about one or more social situations in which the individual may be exposed to scrutiny by others; avoids the situation or Indares them with intense fear anxiety; The individual fears or anxiety is not proportion to the actual threat posed by the situation; typically last six months causes significant distress or impaired functioning; situations include public speaking attending parties initiating conversation and speaking to authority figures.

162
Q

Anxiety disorders

Panic disorder

A

Reoccurrence unexpected panic attacks with at least one attack being followed by one month of persistent concern about having additional tax or about their consequences; abrupt surge of fear or intense discomfort that reaches a peak within minutes. at Least 4 characteristic symptoms must be present; palpitations or accelerated heart rate, sweating, trembling, feelings of choking, chest pains, or discomfort Parathesis; fear of losing control

163
Q

Anxiety disorders

Agoraphobia

A

Presence of marked fear or anxiety about at least two of the following situations; using public transportation being in an open space being in enclosed spaces standing in line or being part of a crowd being outside the home alone. Individual fears or avoid the situations due to the concern that escape might be difficult in the case the person develops panic like incapacitating or embarrassing symptoms.not professional to actual threat posed by the situation typically lasts for six months.

164
Q

Anxiety disorders

Generalized anxiety disorder

A

Excessive anxiety and worry about multiple events or activities which are relatively constant for at least six months, find it difficult to control, cause clinical significance distress or impaired functioning. Must include at least three of the following symptoms one symptom for children restlessness film feeling keyed up or on edge being easily fatigued difficulty concentrating irritability muscle tension sleep disturbance most often worry about performance in school and sports activity or about earthquakes tornadoes or disasters. In adults excessive worry about personal health or my nerves or routine matters.

165
Q

Obsessive-compulsive related disorders

Obsessive-compulsive disorder

A

Characterized by recurrent obsessions and or compulsions that are time-consuming or cause clinically significant distress or impairment in functioning. Obsessions are persistent thoughts impulses are images that a person experiences as intrusions and unwanted and she attempts to ignore suppress. Compulsions are repetitive and deliberate behavior or mental acts that a person feels driven to perform either in response to an obsession or according to rigid rules.

166
Q

Obsessive-compulsive related disorders

Body dysmorphic disorder

A

Characterized by a preoccupation with a death defects or flaws and appearance that appears minor unobservable to others. People with this disorder often seek plastic surgery or other medical treatment to correct the perceived defect or flaw

167
Q

Obsessive-compulsive related disorders

Hoarding disorder

A

Involves persistent difficulty discarding or parting with possessions regarding their actual value due to a need to save the items or to distress associated with parting with them

168
Q

Trauma and stress are related disorders

Reactive attachment disorder

A

Consistent pattern of inhibited and emotionally withdrawn behavior towards adult caregiver as manifested by a lack of seeking or responding to comfort one distrust and a persistent social and emotional disturbance that includes at least two of the following symptoms: minimal social and emotional responses to other people; limited positive effect; episodes of unexplained irritability, sadness, or fearfulness when interacting with adult caregivers. symptoms must be present prior to five years of age and a child must have a developmental age of at least nine months

169
Q

Trauma and stress are related disorders

Disinhibited social engagement disorder

A

Characterized by a pattern of behavior that involves inappropriate interaction with unfamiliar adults as evidenced by at least two of the following: reduced her absence of reticence in approaching or interaction with unfamiliar adults; overly familiar behavior was unfamiliar adults; diminished her absence of checking with an adult caregiver after venturing away from him or her; willingness to company unfamiliar adults with little or no hesitation. child must have at least Felt mental age of nine months had experienced extreme insufficient care and at least one of the following: basic emotional needs for comfort stimulation and affection are not met by an adult caregiver; repeated changes in primary caregivers that limit the ability to form stable attachment; wearing in on unusual environment that Limits opportunity for selective attachments

170
Q

Trauma and stress are related disorders

Post dramatic stress disorder

A

For adults adolescents and children over six must have the following:

Exposure to actual or threatened death serious injury or sexual violence at least in the following ways: witnessed the event in person or as it happens to other learning that the event occurred to a close family member or friend repeated or extreme exposure to adverse details of the event

Presence of at least one of the following: intrusive intrusion symptoms recurrent involuntary distressing memories of the event recurrent distressing dreams related to the event dissociative reactions in which the person feels or ask if they event is reoccurring intends to prolong psychological with exposed to reminders of the event

Persistence avoidance of stimuli associated with the event

Negative change in condition or mood associated with the vent in the ability to remember and important aspect of an event

Market change and arousal and reactivity associated with the event as evident evidence by irritable babe behavior and angry outbursts

171
Q

Trauma and stress are related disorders

Acute stress disorder

A

Requires exposure to the actual or threatened death severe injury are such a violation and least one of four ways direct experience of the even;t witnessing of the event as it happened; learning that the event occurred to close family member; repeated or extreme exposure to the details of the event.
at least nine symptoms from any of the five categories must be present (intrusion, negative mood, dissociative disorder symptoms, avoidance, arousal )symptoms must have a duration of three days to one month causing clinically significant distress or impairment

172
Q

Trauma and stress are related disorders

Adjustment disorder

A

Development of emotional or behavioral symptoms in response to one or more identifiable psychosocial stressors within three months of onset of the stressor. Must be clinically significant as evidence by the presence of marked distress that is not proportional to the severity of the stress or they must remit within six months after termination of the stress or its consequences. Specifiers include: with depressed mood; with anxiety; with mixed anxiety and depressed mood;with disturbance of conduct; with mixed disturbance of emotions and conduct; an unspecified period

173
Q

Dissociative disorders

A

Disruption of and/or just couldn’t continuity discontinuity in the normal integration of consciousness memory identity emotion perception body representation motor control and behavior

174
Q

Somatic symptom and related disorders

Somatic symptom disorder

A

Presence of one or more more somatic symptoms that caused distress or significant disruption in daily life accompanied by excess thoughts feelings or behaviors related to symptoms as manifested by at least one of the following: persistent and disproportionate thoughts about seriousness of symptoms; persistent high level of anxiety to be at one about one’s health or symptoms; excess of time and energy devoted to health concerns her symptoms. Usually persistent more than six months in duration

175
Q

Somatic symptom and related disorders

In this anxiety disorder

A

Characterized by a preoccupation with having a serious illness in absence of somatic symptoms or the presence of mild somatic symptoms a high-level insight and Anxiety about one’s health; performance of excessive health related behavior or maladaptive avoidance of doctors hospital etc. preoccupation has been present for at least six months

176
Q

Somatic symptom and related disorders

Conversion disorder

A

Requires the presence of symptoms that involve disturbances in voluntary motor or sensory functioning and suggests a serious neurological or other medical condition. Paralysis, seizures, blindness, lots of pain sensation with evidence of incompatible incompatibility between the symptoms and the recognize neurological or medical conditions

177
Q

Feeding and eating disorders

Pica

A

Persistent eating of nonnutritional substances paint plaster insects etc. for at least one month not a part of culturally sanctioned practice.

178
Q

Feeding and eating disorders

Anorexia nervosa’s

A

Restriction of energy intake that leads to significant low bodyweight for the persons age gender and developmental her to gender and physical health and intense fear of gaining weight or becoming fat or behavior that interferes with weight gain; a disturbance in the way the person experiences his or her bodyweight or shape or a persistent lack of recognition of Siri and seriousness of her low bodyweight

179
Q

Feeding and eating disorders

Bulimia nervosa’s

A

Characterized by recurrent episodes of binge eating better accompanied by a sense of lack of control; inappropriate compensatory behavior to prevent weight gain such as self-induced vomiting misuse of laxatives or diuretic fasting or excessive exercise; self-evaluation that is unduly influenced by body shape and weight must occur on average at least one week for three months.

180
Q

Elimination disorders

Enuresis

A

Repeatedly voiding of your and into bed or close at least twice a week for three or more consecutive months

181
Q

Elimination disorders

Encopresis

A

Involuntary or unintentional passage of thesis into place is not appropriate for that purpose and clothing the floor symptoms must occur for at least once a month for three months must be four years of age

182
Q

Sleep wake disorders

Insomnia disorder

A

Dissatisfaction with sleep quantity or quality that is associated with at least one of the following symptoms: difficulty initiating sleep; difficulty maintaining sleep; early-morning awakening with an inability to return to sleep.last at least three months

183
Q

Sleep wake disorders

Narcolepsy

A

Attacks of your recipe irrepressible need to sleep with lapses into sleep or daytime naps that occur at least three times per week and have been present for at least three months also requires a diagnosis episodes of cataplexy Hypocrerin deficiency or rapid eye movement. Many individuals with this disorder experience hypnopompic hallucinations which are respectively vivid hallucinations before or upon falling asleep or just after we getting

184
Q

Sleep wake disorders

Nightmare disorder

A

Repeated occurrence of extended extremely dysphoric and will remember dreams that usually involved efforts to avoid threats to survival, security or physical integration

185
Q

Sexual dysfunctions

Erectile disorder

A

Presence of at least one of the three symptoms market difficulty in obtaining an erection during sexual activities market difficulty in maintaining a direction until completion of sexual activities marked decrease in erectile rigidity on all or almost all occasions of sexual activities must have persisted at least six months.

186
Q

Sexual dysfunctions

Genito- pelvic pain penetration disorder

A

The presence of persistent reoccurring difficulties involved in one or more of the following: vaginal penetration during intercourse; marked Genito-pelvic pain during intercourse or penetration attempts; market anxiety about Genito-pelvic pain before, during or, as a result of that penetration; market intense tensing of pallet for muscles during attempted vaginal penetration

187
Q

Sexual dysfunctions

Premature ejaculation

A

Presence of persistent or recurrent pattern of ejaculation during partnered sex activities within about one minute of before penetration or before the person desires it must be persistent at least six months.

188
Q

Gender dysphoria

A

Incongruence between ones assigned gender at birth and once experienced or express gender as evidenced by a strong desire to be the under other gender and at least five of the following symptoms: strong preference for where in photos of the other gender; a strong preference for cross gender role during play; a strong preference for toys and activities typically used engaged in by the other gender, is strong preference for playmates of the other gender; a strong rejection of toys and activities used or engaged in by the assigned gender; a strong dislike of one’s own sexual anatomy; a strong desire for primary and secondary sex characteristics of 16 experienced gender symptoms must occur at least six months

189
Q

Phallic disorders

A

Intense and persistent sexual interests other than sexual interest in genitalia stimulation or preparatory fondling with phenotypical normal physically mature consulting partners

190
Q

Disruptive impulse control and conduct disorders

Oppositional defiance disorder

A

Recurrent pattern in an angry irritable mood argument to find behavior or vindictiveness as evidenced by at least 4 characteristic symptoms that are exhibited during interactions with at least one person who is not a sibling e.g. often loses temper; often argues with authority figures; often actively refuses to comply with requests from authority figures or with rules; often blames others for his mistakes

191
Q

Disruptive impulse control and conduct disorders

Intermittent explosive disorder or

A

Recurrent behavioral outbursts that are related to an inability to control aggressive impulses as manifested by verbal or physical aggression that occurs on average twice a week and has persisted for at least three months three behavioral outbursts that cause damage or destruction of property and/or physical assault during a 12 month. Severity of aggression is not proportional to provocation or anticipated social structure stressor can be assigned individuals under six years of age

192
Q

Disruptive impulse control and conduct disorders

Conduct disorder

A

Persistent pattern of behavior that violates the basic rights of others and or age-appropriate school norms or rules as evidenced by the presence of presence of at least three characteristic symptoms during the past 12 months. And one sometime in the past six months. Four categories: aggression to people and animals; destruction of property; deceitfulness or theft; and serious violation of rules.

193
Q

Substance related and addictive disorders

Substance use disorder

A

Characterized by a cluster of cognitive, behavioral, and physiological symptoms indicating the individual continues using the substance despite significant substance related problems. Impaired control; social impairment; risky use; pharmacological criteria.

194
Q

Substance related and addictive disorders

Substance induced disorder

A

Include substance intoxication, substance withdrawal, substance medication induced mental disorders. The latter disorder or potentially severe Julie temporary but sometimes persisting central nervous system that develops in the context of the effects of a substance abuse medications are toxins.

195
Q

Substance related and addictive disorders

Alcohol induced

A

Alcoholic and talk to Cayson; alcohol withdrawal; alcohol withdrawal delirium; alcohol induced major neurotic ignition disorder.

196
Q

Personality disorders
Cluster A
Paranoid personality disorder

A

For features a pervasive pattern of distrust and suspiciousness that entails interpreting the motives of others as malevolent the diagnosis requires a person have at least four of the following symptoms: suspects that others are exporting, harming, or deceiving him/her without a sufficient basis for doing so; is preoccupied with unjust doubts about the trustworthiness of others; is reluctant to confide in others; reads demeaning contents to the nine remarks or event; persistently bears grudges;receive the tax on his character and quickly react with anger or counterattack; is persistently suspicious up about fidelity of spouse or sexual partner without justification

197
Q

Personality disorders
Cluster A
Schizoid personality disorder

A

Pervasive pattern of detachment from interpersonal relationships and restricted range of emotions expressed chance in social settings. At least for the following symptoms must be present: doesn’t desire or enjoy close relationship; almost always choose a solitary activities; has little interest in sexual relationship; takes pleasure in few activities; lacks close friends or confidence other than first-degree relatives; seems indifferent to praise or criticism; exhibits emotional coldness or detachment

198
Q

Personality disorders
Cluster A
Schizotypal personality disorder

A

Diagnosed in the presence of pervasive social and interpersonal deficits involving accute discomfort with and reduced capacity for close relationships with a central cities in cognition, perceptions and behavior. Requires the presence of at least five characteristics similar symptoms;: body Bali illusions and other unusual perception; exhibits all thinking and speech; is suspicious and has paranoid ideation; has inappropriate or constricted affect; has peculiarities and behavior and appearance; lacks close friends are confidants or other first-degree relatives; has excess social anxiety.

199
Q

Personality disorders
Cluster B
Antisocial personality disorder or

A

Characterized by a pattern of disregard for the violation of the rights of others that has occurred since age 15 as an and is involved at least three characteristic symptoms: tell you to conform to social norms with respect to lawful behavior; deceitfulness; impulsivity; irritability and aggressiveness; recklessness and disregard for the safety of others and self; consistent your responsibility; lack of remorse.

200
Q

Personality disorders
Cluster B
Borderline personality disorder

A

Pervasive pattern of instability in interpersonal relationship self-image and effect and a market impulsivity that began in early adulthood and as a parent in multiple contacts. At least five characteristic symptoms: frantic efforts to avoid abandonment; pattern of unstable, intense interpersonal relationships that are marketed by fluctuations between ideate IDs Asian and evaluation; and identity disturbance involving persistent instability of self image or self; impulsivity in these two areas that are potentially damaging sex or substances; recurrent suicidal threats are gestures; affect of instability; chronic feelings of emptiness; inappropriate intense anger or difficulty controlling anger; transient stress-related paranoid ideation or severe dissociative symptoms.

201
Q

Personality disorders
Cluster B
Histrionic personality disorder

A

Characterized by a pervasive pattern of emotionally and attention seeking at least five characteristics symptoms must be present; discomfort when not in the center of attention; inappropriately sexually seductive or provocative; rapidly shifting and shallow emotions; consistent use of physical appearance to gain attention; excessive impressionistic speak speech that is lacking in detail; exaggerated expression of emotion; easily influenced by others; considers relationship to be more intimate than they are.

202
Q

Personality disorders
Cluster B
Narcissistic personality disorder or

A

Pervasive pattern of grandiosity as indicated by at least five of the following symptoms; grandiose sense of self importance; preoccupied with fantasies unlimited success power beauty love; believes she is unique and can be understood only by other high status people; requires excessive admiration; has a sense of entitlement; is interpersonally exploitive; lacks empathy; is often envious of others or believes others are envious of her; exhibits arrogant behavior and attitudes.

203
Q

Personality disorders
Cluster C
Avoidant personality disorder

A

Characterized by a pervasive pattern of social inhibition feelings of an adequate see and hypersensitivity to negative evaluations as indicated by four characteristics: avoids work activities involving interpersonal contacted to fear for the system rejection or disapproval; is unwilling to get involved with people in the certainty of being like; exhibits restraint in intimate relationships due to fear of being ridiculed; is preoccupied with concerns about being criticized or rejected; is inhibited in new relationships to feelings of inadequacy; do you self as socially inapt;inferior, or unappealing to others; is usually reluctant to engage in the activities because they may be embarrassing.

204
Q

Personality disorders
Cluster C
Dependent personality disorder

A

Displays a pervasive and excessive need to be taken care of which leads to submissive behavior and fear of separation requires five symptoms: difficulty making decisions without advice and reassurance from others; need others to assume responsibility for most aspects of her life; figures disagreeing with others because it might lead to a loss of support; has difficulty initiating prod projects on her own; goes to great lengths to gain nurturing and support from others; feels helpless or uncomfortable when alone; urgently six another’s relationship for support when a close risk nation ship and; is unrealistically preoccupied with fears of being left to care for herself

205
Q

Personality disorders
Cluster C
Obsessive-compulsive personality disorder

A

Person displays a persistent preoccupation with orderliness, perfectionism, and meet mental and interpersonal control that severely limits her flexibility, openness, and efficiency. At least four characteristics: is preoccupied with details, rules, etc. so that the major point of activity is lost; exhibits perfection is it perfectionism that interferes with task completion; is excessively devoted to work and productivity to the exclusion of leisure activities of friendship; is over conscientious and if flexible about morality, ethics and values; unable to discard worn-out are worthless object; reluctant to delegate work to others unless they are willing to do ither way; adopt some miserly spending style toward self and others; exhibits rigidity and stubbornness

NCC (5 decks)

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