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PSYC203 > Module one - disorders of childhood > Flashcards

Module one - disorders of childhood Flashcards

1
Q

stage theory of child development

A

Erik Ericson

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2
Q

stage one of theory of child development

A

trust vs. mistrust is first year of life.

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3
Q

stage two of theory of child development

A

autonomy vs. shame/doubt 1-3 years.

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4
Q

stage three of theory of child development

A

initiative vs. guilt 3-5 years.

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5
Q

stage four of theory of child development

A

industry vs. inferiority 5-12 years.

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6
Q

stage five of child development

A

identity vs. role confusion 12-18 years.

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7
Q

contributing factors to child development

A

individual (temperament and goodness of fit), family system, school/community, wider society.

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8
Q

biological factors that influence abnormal child development

A

genes, in utero effects

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9
Q

what two classifications are used internationally

A

DMS-V and ICD-X.

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10
Q

what is the dimensional approach

A

categorising people based on the idea that everyone possess certain characteristics to varying degrees.

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11
Q

issues with dimensional approach

A

sampling, insensitive to different settings/context, dependent on an understanding of normal which can change depending on culture, age etc.

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12
Q

what is the categorical approach

A

people fit into distinct categories and either meet the criteria or don’t

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13
Q

issues with the categorical approach

A

behaviour seldom falls into categories, symptoms overlap, not quite meeting threshold but still being impaired, different causes and treatments.

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14
Q

criticism of the DSM-V

A

overlap of symptoms is an issue, people and individualistic, diagnoses is needed for treatment, focuses on what is wrong not a person’s strengths.

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15
Q

assessment techniques

A

interview and psychological testing.

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16
Q

what does interviewing involve?

A

developmental history, family characteristics, family history, collateral info.

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17
Q

what does psychological testing involve?

A

screening, checklists, developmental, personality/temperament and normative testing (IQ, achievement etc)

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18
Q

what is evidence based practice?

A

the integration of the best available research with clinical experience in the context of patient characteristics, culture, and preferences.

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19
Q

what must we always do when assessing someone?

A

remember everyone is individual and we must consider the context in which the individual is functioning when assessing and designing treatment.

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20
Q

what are the four overarching principles when working with. clients

A

repeat for dignity of person, responsible caring, integrity of relationships, social justice.

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21
Q

first and foremost

A

do no harm

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22
Q

when do psychologists break confidentiality

A

when there is a perceived imminent risk to harming themselves or others.

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23
Q

does a person who suspects child abuse have to report it?

A

yes they must take reasonable steps to protect that child from death, serious harm or sexual assault.

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24
Q

are people legally required to report less serious child abuse

A

no, but it is best to contact someone in that field and see if the information you have is enough.

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25
bottom line of the ethical code for children
the safety of the child takes precedence.
26
assessment of a child usually involves
interviews, neuropsychological tests if applicable and ratings.
27
we need to be aware of what when assessing children
culture, age, gender
28
when assessing a child note observations of
personal appearance, non-verbal behaviour, waiting room behaviour.
29
what is the purpose of the assessment
to obtain the information needed to make decisions that will be beneficial to the child and family.
30
what do we do when the assessment is complete
put it into context with the family, developmental stage etc. and investigate why this behaviour might be happening.
31
treatment for parents with a child needing help
teach the causes of behaviour, help the child, manage misbehaviour, family survival skills.
32
some ways a teacher can help a child
reward system, work with special needs not against them, behaviour techniques similar to parents, classroom placement.
33
how to help the child
teach new skills and agree on the skills that need to be learnt, reward them and celebrate when done right.
34
subtypes of ADHD
predominantly inattentive, predominantly hyperactive - impulsive, combined.
35
behavioural symptoms of ADHD
hyperactivity and impulsivity.
36
inattentive symptoms of ADHD
careless, can't organise, limited attention, forgetful
37
symptoms for ADHD must be:
present before 12, occur across two or more settings, be an impairment, not better explained by another disorder.
38
what is ADHD
begins in childhood, brain structure and functioning, genetic, more common in males, slower development
39
ADHD over the lifespan
symptoms over time might lessen in impact but more often than nor people learn to adapt.
40
who did a study looking at preschoolers, 6 year olds then 9 years old detecting ADHD
Marakovitz and Campbell (1998) | - they found it is hard to diagnose early on.
41
impairment in relation to ADHD
you can have symptoms and not be impaired in which case you don't have ADHD.
42
treatment for ADHD
stimulants, non-stimulants, psychological interventions, non-medication approaches.
43
when should one seek help for ADHD
when it is severe, not a transient disturbance or reaction, others notice, it happens situationally, interferes with functioning.
44
what are ODD and CD classified under the DSM-V
disruptive, impulse control, and conduct disorders.
45
symptoms of ODD
angry, irritable mood, argumentative, defiant, vindictiveness.
46
symptoms of CD
aggression towards people and animals, destruction of property, theft, serious violations of rules.
47
subtypes of CD
child onset, adolescent onset, unspecified onset.
48
differentiation between ODD and CD
ODD occurs before CD, similar risk factors, CD is a required precursor to ADHD.
49
comorbidity ODD
most children with ODD will have ADHD, anxiety disorders, depression or learning disabilities as well.
50
Paterson's bidirectional hypothesis
vile weed - development of antisocial behaviour model.
51
treatment of ODD/CD
parent training, behavioural management, CBT, psychopharmacological, multiple-systemic therapy.
52
how are children diagnoses with depression
same criteria as adults with a few side notes.
53
criteria for MDE
depressed mood, low interest, weight change, sleep problems, agitation/retardation, energy loss, guilt, worthlessness, concentration difficulties, thoughts of suicide.
54
comorbidity and depression
it is the rule rather than the exception, 40-60% present with a comorbid disorder and we don't know which one came first.
55
children with depression also often have......
anxiety disorder, disruptive behaviour, substance abuse, eating disorders.
56
contributors for depression
biological (genetic neurotransmitters), cognitive (how we interact with the world), behavioural (withdrawal etc), family (pressures etc.), life stress (trauma etc).
57
developmental trajectories with childhood depression
anxiety due to poor attachment - behaviour problems - depression - substance abuse - suicide risk.
58
treatment to depression
family therapy, CBT, medication
59
symptoms of autism (deficits)
deficits in social-emotional reciprocity, non-verbal communication behaviours used for social interaction, developing maintaining and understanding relationships.
60
what usually co-occurs with autism
intellectual disabilities however some can be genius level.
61
what causes autism
it is genetic although specific genes are unknown
62
how long does autism last?
most children show gradual improvements though usually continue having social impairments.
63
predictors of better outcomes from autism
intellectual level, development of language, early detection and treatment.
64
treatments of autism
maximise potential, family support, applied behaviour analysis and individual strategies.
65
symptoms of autism (restrictive and repetitive)
repetitive motor movements, use of objects or speech, need sameness and routine, restricted and highly focused interests, hyper/hypo reactivity to sensory output.
66
symptoms of autism (requirements)
present in early development, cause significantly impairment, not better explained by another disorder.
67
self-regulation
helps us control our emotions, thoughts and behaviour (feeling, thinking doing).
68
why is self-regulation important
strongly predicts a very wide range of adult life-course outcomes including; physical health, mental health, education, employment, relationship and criminal offending outcomes.
69
what is ENGAGE
enhancing neurobehavioral gains with the aid of games and exercise (focuses on building self-regulation in preschoolers)
70
domains of ENGAGE
emotional, cognitive, behavioural
71
difference between ENGAGE and PPP gold standard of behavioural intervention)
no significant differences between programs (structured play is as effective as behaviour management)

PSYC203 (3 decks)

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