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PSYC203 > MOD1 > Flashcards

MOD1 Flashcards

1
Q

Stage 1

A

Trust vs mistrust - 1st year of life
A feeling of trust where the child is physically comfortable and experiences minimal amount of fear
Depends largely on the quality of the parent-child relationship
Sets the stage for seeing the world as a safe place to live

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2
Q

stage 2

A

Autonomy vs shame/guilt - 1-3
After gaining trust infants feel safe to assert their autonomy/ independence
High restraint or punishment during infancy can lead to a sense of shame and doubt in themselves (insecure attachment)

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3
Q

stage 3

A

Initiative vs guilt - 3-5
Initiative adds to autonomy the quality of undertaking, planning and attacking a task for the sake of being active in meeting life challenges
Developing a sense of responsibility increases initiative
Guilt feelings may arise if the child is made to feel irresponsible or too anxious about successfully meeting challenges

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4
Q

stage 4

A

industry vs inferiority - 5 - 12
Initiative leads to contact with new information which leads to mastery and knowledge
Teachers play a supportive role in a child’s feeling of inferiority/ positive sense of self

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5
Q

stage 5

A

identity vs role confusion - 12-18
The adolescent is newly concerned with how they appear to others
Positive identity develops when the adolescent feels they have a clear role and positive path to follow into future/ adult life
If a positive future is not identified then role confusion occurs

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6
Q

Bronfenbrenner’s Ecological Model

A

This theory argues that the environment you grow up in affects every facet of your life.
The contributing factors are:
Individual
Family
School/Community
Wider Society

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7
Q

issues with dimensional

A

Sampling (what’s average) (is someone displaying this characteristic above average?)
Insensitive of contextual factors (e.g. different settings)
Understanding of normal

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8
Q

issues with categorical

A

Behavior seldom falls into categories
Subthreshold but impaired?
Different causes and treatments

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9
Q

Criticism of the DSM5

A

Categorical, lots of overlap (get diagnosed with multiple disorders), individualistic (doesn’t look at the wider environments influences), access to treatment

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10
Q

Ethical code of practise for psychologists (4 principles)

A

Respect for dignity of persons and peoples
Responsible caring
Integrity of relationships
Social justice

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11
Q

Mental health act

A

Compulsory assessment and treatment
Can be used to ensure patients who are at imminent risk to themselves or others are assessed and treated.

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12
Q

Symptoms of ADHD must be

A

Present before age of 12
Occur across two or more settings
Interfere and inconsistent with developmental level
Not better explained by another disorder

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13
Q

Marakovitz & Campbell, 1998, study (ADHD diagnosis at different ages)

A

Pre school children (age 3) were identified as hyperactive/inattentive

By 6 years of age
Approximately half no longer present with behavioral difficulties
Approximately ⅓ meet criteria for ADHD (non remitters)

By 9 years of age
⅔ of the remitters at age 6 met criteria for adhd

Shouldnt diagnose ADHD prior to 6

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14
Q

Gordon et al. (2006) (impairment)

A

when imposing impairment criteria in a group of school aged children (6-17 years), only 33%met the full diagnostic criteria for ADHD. (this group was displaying symptoms)

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15
Q

Healey et al. (2008)

A

Used various impairment cut points (ranging from the 75th to 90th percentile) and reduced the number of preschool children (3- 4 years) meeting criteria for ADHD by 46–77%.

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16
Q

When to seek help for ADHD (4)

A

Severity
In excess of what is expected for age

Chronicity
Not a transient disturbance or reaction

Pervasiveness
Situationality
Feedback from others

Interference with functioning
Family
School
Social

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17
Q

DSM classification of both ODD and CD

A

Disruptive, impulse control, and conduct disorders

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18
Q

4 characteristics of CD diagnosis

A

Aggression to people or animals
destruction of property
deceitfulness or theft
serious violations of rules

CD is a required precursor to ASPD

19
Q

ODD typically emerges .. before CD

A

2-3 years

20
Q

… of CD patients used to have ODD before diagnosed CD

A

90%

21
Q

However, …. of children with ODD do not progress to CD

A

2/3

22
Q

male female ratio for CD

A

4:1

23
Q

ODD and CD comorbidity with ADHD

A

35-70% of children with ADHD develop ODD.
30-50% develop CD.

24
Q

ODD and CD comorbidity with Anxiety

A

22-33% have an anxiety disorder.

25
Q

ODD and CD comorbidity with depression

A

15-31% also depressed.

26
Q

Patterson’s bidirectional hypothesis

A

An interaction between child and parent/ environment. Focuses on positive and negative reinforcement for behavior. If you have a child that can’t regulate emotions, if the child doesn’t want to brush teeth (negative emotion), they will act out (no I don’t want to do it). Then the parent will either give in or the parent will escalate. This will then escalate the child. So you either reinforce that response or you escalate the response.

27
Q

Social-Cognitive/Information Processing Biases

A

Tend to have poorer verbal IQ (struggle with expressive language). If they can’t say how they are feeling, they are going to act out. Cognitive biases - normally developing children will default neutral to positive ratio whereas those with CD tend to perceive neutral situations as more negative.

28
Q

Development of SAD

A

As children get older, it becomes less emotional and more cognitive. Stronger sense of avoidance. Much more somatic complaints (I have a headache)

29
Q

SAD causes

A

genetic (strong predisposition and heritability)
Cortisol and noradrenaline overproduced in anxiety.
over-involved parents or too close knit

30
Q

FEAR

A

Used to facilitate recall of the steps for coping successfully with anxiety
F - feeling frightened?
E - expecting bad things to happen?
A - attitudes and actions will help?
R - results and reward

31
Q

medication options for SAD

A

SSRIs l Benzodiazepines l Beta Blockers

32
Q

Main difference in childhood vs adult depression

A

Comorbidity is more common in children and adolescents than in adults

33
Q

Stat for how many depressed kids have another disorder

A

40-60% present with a comorbid disorder
20-50% have two or more comorbid diagnoses.

34
Q

Beginning in adolescence, MDD occurs twice as frequently in … than …. (paralleling adult ratio)

A

Girls, boys

35
Q

Major Depressive Disorder typically precedes onset of substance abuse disorders by about …. years.

A

4-5

36
Q

DSM5 criteria for ASD

A

Persistent deficits in each of three areas of social communication and interaction plus at least two of four types of restricted, repetitive behaviours` (B 1-4)

37
Q

When can you make a comorbid diagnosis of ASD and intellectual disability?

A

social communication should be below that expected for general developmental level.

38
Q

How many people with ASD have learning disabilities

A

70%

39
Q

How many have have extreme talents (savants)

A

5%

40
Q

…% of moderate-severely Autistic children are able to work independently and make friends.

A

20

41
Q

predictors of better outcomes for ASD

A

Child’s intellectual level.
Development of communicative language by age 5.
Early detection and treatment

42
Q

ENGAGE

A

Enhancing neurobehavioral gains with the aid of games and exercises
Focused on building self-regulation in preschoolers
8 week play-based intervention
Child sessions
Parent sessions

43
Q

Domains targeted in ENGAGE

A

Emotional (Feeling) Recognising and regulation emotions, calming through breathing and movement, mindfulness.
Cognitive (Thinking) Listening and paying attention, working memory, blocking out distractions, fine and gross motor skills, controlling speed of movement, balance, etc.
Behavioral (Doing) Controlling impulses, patience, turn-taking, delaying gratification

44
Q

What got better under ENGAGE

A

Hyperactivity improved
Attention problems decreased
Aggression decreased

PSYC203 (3 decks)

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