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cap midterm > Introductory Lectures > Flashcards

Introductory Lectures Flashcards

1
Q

Multifinality

A

various outcomes may stem from similar beginnings

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2
Q

equifinality

A

similar outcomes may come from different early experiences

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3
Q

Etiology

A

the manner of causation of a disease or condition

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4
Q

Nolosogy

A

disease classification system

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5
Q

Epidemiology

A

study of illness or diseases in populations

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6
Q

Purpose of the DSM

A

some effort of classification of psychiatric disorders

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7
Q

DSM I

A
  • 1952
  • All disorders of psychogenic origin or without clearly defined physical cause were considered “reactions”
  • Anxiety is at the core of all diagnoses (Freud’s psychosexual development”
  • Homosexuality = “sexual deviation disorder”
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8
Q

DSM II

A
  • 1968
  • Provided brief descriptions of characteristic signs and symptoms of disorders but no criteria as such
  • Homosexuality removed but changed to “sexual orientation disturbance”
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9
Q

DSM III

A
  • 1980
  • Now clear diagnostic criteria for EVERYTHING
  • Specified a group of disorders as “usually first evident in infancy, childhood, or adolescence”
  • “ego dystonic homosexuality” homosexuality removed
  • same two people should come up with the same diagnosis (inter reliability)
  • elimination of the term neurosis
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10
Q

DSM IV

A
  • 1994
  • more clarified diagnoses and criteria
  • multiaxial system
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11
Q

DSM V

A

GOAL: TO MOVE AWAY FROM CATEGORICAL DIAGNOSES AND TOWARDS DIMENSIONAL DIAGNOSES

  • not exclusive….a lot of crossover…a spectrum
  • frequency of NOS (not otherwise specified diagnoses)
  • organized developmentally and by internalizing and externalizing features
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12
Q

Criticisms of the DSM V

A

Allen Frances article

  • premature and unrealized goal
  • APA dependence on publishing profits
  • Disruptive Mood Dysregulation Disorder (DMDD): turning temper tantrums into a mental disorder, based off of only one research group
  • BInge Eating Disorder
  • normal grief = major depressive disorder
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13
Q

Most common causes of mortality in adolescence

A

Accident
Homicide
Suicide

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14
Q

Health paradox of adolescence

A

morbidity and mortality go up when the body is most healthy

  • make bad choices they wouldn’t make when younger or older (risk taking behavior)
  • problems with cognitive thinking because of emotional instability (romeo and juliet)
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15
Q

Mental health service delivery

A

child services underserved
- how early mental illness sets on
50% by 14 years of age

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16
Q

Maturation of brain neural tracks and networks

A
  • cognitive development correlates more strongly with age and experience than with sexual and physical maturation
  • frontal lobes may not be fully developed until mid 20s
  • prefrontal cortex vs striatum (limbic system including the hippocampus and amygdala)
  • network between pfc and striatum increases with age
17
Q

Neonatal/childhood differences between males and females

A
  • Girls
    • more internalizing problems
    • recognizes faces better
    • acquire skills better (over their body, etc)
    • mature faster than boys
  • Boys
    • more externalizing problems
    • recognize items more than girls
    • greater spurt in testosterone in utero, more prone to anger than girls are by nature
18
Q

Theories of Development: Freud

A
  • fully developed when you reach sexual maturity
  • drive theory
  • oral
  • anal
  • phallic- oedipal
  • latency phase
  • puberty and adolescence
19
Q

Theories of Development: Mahler

A

when kids learn to separate and identify themselves from others as an individual

  • separation individuation (people to objects)
  • relationships are the primary force in life
  • normal autism
  • symbiosis
  • differentiation
  • practicing sub-phase
  • rapprochement
  • object constancy (2-5 years)
20
Q

Theories of Development: Erikson

A

Psychosocial stages of development

-never fully mature until death

  • basic trust vs mistrust
  • autonomy vs shame and doubt
  • initiative vs guilt
  • industry vs inferiority
  • identity vs role confusion
  • intimacy vs isolation
  • generativity vs stagnation
  • integrity vs dispair
21
Q

Theories of Development: Piaget

A

Cognitive Development

Fully mature with cognitive intelligibility

  • sensorimotor stage (reflexes)
  • preoperational stage (symbols, mental representations)
  • concrete operational stage (logic, classification)
  • formal operational stage (reasoning, abstraction)
22
Q

Theories: Pavlov, Watson, Skinner)

A

Pavlov- Classical conditioning

Skinner- operant conditioning

23
Q

Attachment Theory

A

Bowlby and Ainsworth

an infant needs at least one person whom they can securely attach in order for the social and emotional development to occur normally

  • infant well attached when adult figure is sensitive and responsive to needs
24
Q

previous theories

A

mental health practitioners = alienists

Humoral Theory: disease followed an excess of any humors: yellow bile, blood, vomit

  • kept in cellars and cages
  • john locke: social conscience

pinel: mental health no longer because of demonic possession

Rush: first american textbook on psychiatry

Dix: started mental hospitals so no longer in cellars

25
Q

Adolescent Risk Taking Behavior

A

they think theyre invincible
starting the engine like an unskilled driver = adolescence

WHY THE RISKS?

  1. overestimate the benefits
  2. think the risks aren’t as bad as adults say they are
  3. engage in optimistic bias ( bad things won’t happen to me)
  4. “just this once” mentality. they can get away with it
    5/ risk quantitiatively not qualitatively
  5. social exclusion hurts
26
Q

Basic Diagnostic Domains on the Psychiatric Diagnostic Evaluation and their Purposes

A

.

27
Q

Basic Categories of the Psychiatric Diagnostic Evaluation Template

A
  • Basic Information (DOB, informants, chief complaint)
  • History of Present Illness (rule out symptoms, description, stressors)
  • Past Medical History
  • Pasty Psychiatric History
  • Current Medications
  • Allergies to Medications
  • Substance Abuse/Toxic Exposure
  • Psychosexual History
  • Developmental History
  • Educational History
  • Family History
  • Review of Systems (current physical concerns)
  • Physical/Neurological Examination
  • Mental Status Examination
  • Additional Assessments
  • Biopsychosocial Assessment
  • Diagnosis
  • Treatment Plan
28
Q

What is on the Mental Status Examination

A
  1. General Observations
  2. Behavior
  3. Appearance
  4. Speech
  5. Mood
  6. Affect
  7. Perceptual Disturbances ( measure against developmental level)
  8. Thought Processes
    a. range (ex perserveration vs broad in scope, etc)
  9. Thought Content
    a. Creative play
    b. age appropriate ideas and comprehension
    c. Flexibility
  10. Sensorium and Cognition
  11. Judgement and Insight
  12. Reliability and Impulse Control
29
Q

Key aspects of a child developmental history

A
  • mother’s fertility
  • use of tobacco, alcohol and/or drugs
  • post natal complications
  • milestones
    • motor
    • language
    • toileting
    • social
30
Q

Rule out Symptoms

A

Psychosis
Anxiety Disorders
Mood Disorders

ADHD
Tics and Tourettes
Externalizing Disorders

Pervasive Disorders
Eating Disorders
Self Injurious Behavior
Trauma

cap midterm (4 decks)

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