mid term Flashcards
Philuppe Pinel
father of french psychiatry
1) disregarded the long held motion of mental illness being due to demoniacal possession
2) began to classify his observations of all mentally ill
3) moral treatment
humoral theory
suggests illness is due to an imbalance of body fluids
- drained
objects relation theory (separation / individualism)
- Mahler
- how do we come to separate from out parents?
- drive for human relations with other “objects”
psychosocial development theory
- Erickson
- suggests people advance through the stages of development based on how they adjust to social crises throughout life
behavioral theory
- Paulov - classical conditioning - learned responses to stimuli
- Skinner - operant conditioning - rewards and consequences
- desensitization
cognitive development theory
- piaget
- infants are active participants in their own development and purposely act on environment in increasingly complex ways
- how children develop their thinking
attachment theory
- john bowlby
- theorizes that an infant needs at least one person to whom s/he can securely attach in order for social and emotional development to occur normally
multifinality vs equifinality
m: various outcomes may stem from similar beginnings
e: similar outcomes may follow from different early experiences
resilience factors
a variable that increases one’s ability to avoid or cope with negative despite a risk for psychopathology
–> positive: focus on what’s right, not what’s wrong
examples:
- emotional regulation: the ability to stay calm under pressure
- self efficacy: a sense of capability and confidence in the world
health paradox of adolescence
- adolescence (12-26 y/o) is the physically healthiest time of life prior to adult declines
- morbidity and mortality increase by 200-300% between late childhood (10-14) and adolescence (15-19)
why? –> behaviors and though/emotional responses
why do adolescents take risks
1) brain maturation is not yet complete
2) drive by reward
- dopamine and sensation speaking
3) evolutionary advantage
- modern society
4) hormones and early puberty
- testosterone (competition and social reward)
- oytococin (in vs out)
5) peer effects
6) behavioral contributions
Adverse Childhood Experiences (ACE)
potential traumatic events that can occur during adolescence
- important to understand and aid in “fixing” as it can affect later parts of like such as education, jobs, and potential
synaptic pruning
- infants are born with about 2,500 synapses per neuron
- 3 years old: 15,000 synapses here neuron
–> early adolescent brain loses 30,000 synapses per second
DSM I
disorders of psychogenic origin or without clearly defined physical cause –> considered reactions
- examples: anxiety reaction , depressive reaction, etc
DSM II
provided brief descriptions of characters signs and symptoms of the disorders but NO CRITERIA as such
DSM III
symptoms for two weeks = can get a diagnosis
disorders - usually first evident in infancy, childhood, adolescence
examples: reactive attachment disorder, separation anxiety disorder, etc
bad: limited evidence of childhood diagnoses
good: increased diagnostic reliability; put diagnostic criteria to “test”
DSM IV
further clarified diagnoses / refined diagnostic criteria
- clinical significance / severity critics were added
- new diagnoses added: Aspergers, ADD becomes ADHD
DSM 5
Goal: to move away from categorical diagnoses and toward dimensional diagnoses
- recognizes the crossover between diagnoses
- autism, mood, autism, psychosis, etc
- disorders are clustered by internalizing and externalizing features
DSMs and sexual orientation
- DSM I and II: homosexuality is listed as a “Sexual deviation disorder”
- DSM II: homosexuality removed but changed to “sexual orientation disturbance”
DSM III (1987): all mention of homosexuality is removed
differential diagnosis
the process of differentiating between 2 or more conditions which share similar symptoms (figuring out what accounts for it best)
life history questionnaire
required too be filled out prior to an appointment
- all aspects are helpful for evaluating a child
comorbid
two or more diagnoses
history of present illness
patient/parental descriptions of current difficulties
- recent stressors
- recent neurovegetative status (sleep hx, energy level)
- attention concentration
- appetite (gain / loss)
- rule outs
rule outs
you suspect a child of a diagnosis, but you don’t have enough information for it (some symptoms, but not enough to make a definitive diagnosis)
