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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
Q

bottom line of the ethical code for children

A

the safety of the child takes precedence.

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26
Q

assessment of a child usually involves

A

interviews, neuropsychological tests if applicable and ratings.

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27
Q

we need to be aware of what when assessing children

A

culture, age, gender

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28
Q

when assessing a child note observations of

A

personal appearance, non-verbal behaviour, waiting room behaviour.

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29
Q

what is the purpose of the assessment

A

to obtain the information needed to make decisions that will be beneficial to the child and family.

30
Q

what do we do when the assessment is complete

A

put it into context with the family, developmental stage etc. and investigate why this behaviour might be happening.

31
Q

treatment for parents with a child needing help

A

teach the causes of behaviour, help the child, manage misbehaviour, family survival skills.

32
Q

some ways a teacher can help a child

A

reward system, work with special needs not against them, behaviour techniques similar to parents, classroom placement.

33
Q

how to help the child

A

teach new skills and agree on the skills that need to be learnt, reward them and celebrate when done right.

34
Q

subtypes of ADHD

A

predominantly inattentive, predominantly hyperactive - impulsive, combined.

35
Q

behavioural symptoms of ADHD

A

hyperactivity and impulsivity.

36
Q

inattentive symptoms of ADHD

A

careless, can’t organise, limited attention, forgetful

37
Q

symptoms for ADHD must be:

A

present before 12, occur across two or more settings, be an impairment, not better explained by another disorder.

38
Q

what is ADHD

A

begins in childhood, brain structure and functioning, genetic, more common in males, slower development

39
Q

ADHD over the lifespan

A

symptoms over time might lessen in impact but more often than nor people learn to adapt.

40
Q

who did a study looking at preschoolers, 6 year olds then 9 years old detecting ADHD

A

Marakovitz and Campbell (1998)

- they found it is hard to diagnose early on.

41
Q

impairment in relation to ADHD

A

you can have symptoms and not be impaired in which case you don’t have ADHD.

42
Q

treatment for ADHD

A

stimulants, non-stimulants, psychological interventions, non-medication approaches.

43
Q

when should one seek help for ADHD

A

when it is severe, not a transient disturbance or reaction, others notice, it happens situationally, interferes with functioning.

44
Q

what are ODD and CD classified under the DSM-V

A

disruptive, impulse control, and conduct disorders.

45
Q

symptoms of ODD

A

angry, irritable mood, argumentative, defiant, vindictiveness.

46
Q

symptoms of CD

A

aggression towards people and animals, destruction of property, theft, serious violations of rules.

47
Q

subtypes of CD

A

child onset, adolescent onset, unspecified onset.

48
Q

differentiation between ODD and CD

A

ODD occurs before CD, similar risk factors, CD is a required precursor to ADHD.

49
Q

comorbidity ODD

A

most children with ODD will have ADHD, anxiety disorders, depression or learning disabilities as well.

50
Q

Paterson’s bidirectional hypothesis

A

vile weed - development of antisocial behaviour model.

51
Q

treatment of ODD/CD

A

parent training, behavioural management, CBT, psychopharmacological, multiple-systemic therapy.

52
Q

how are children diagnoses with depression

A

same criteria as adults with a few side notes.

53
Q

criteria for MDE

A

depressed mood, low interest, weight change, sleep problems, agitation/retardation, energy loss, guilt, worthlessness, concentration difficulties, thoughts of suicide.

54
Q

comorbidity and depression

A

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
Q

children with depression also often have……

A

anxiety disorder, disruptive behaviour, substance abuse, eating disorders.

56
Q

contributors for depression

A

biological (genetic neurotransmitters), cognitive (how we interact with the world), behavioural (withdrawal etc), family (pressures etc.), life stress (trauma etc).

57
Q

developmental trajectories with childhood depression

A

anxiety due to poor attachment - behaviour problems - depression - substance abuse - suicide risk.

58
Q

treatment to depression

A

family therapy, CBT, medication

59
Q

symptoms of autism (deficits)

A

deficits in social-emotional reciprocity, non-verbal communication behaviours used for social interaction, developing maintaining and understanding relationships.

60
Q

what usually co-occurs with autism

A

intellectual disabilities however some can be genius level.

61
Q

what causes autism

A

it is genetic although specific genes are unknown

62
Q

how long does autism last?

A

most children show gradual improvements though usually continue having social impairments.

63
Q

predictors of better outcomes from autism

A

intellectual level, development of language, early detection and treatment.

64
Q

treatments of autism

A

maximise potential, family support, applied behaviour analysis and individual strategies.

65
Q

symptoms of autism (restrictive and repetitive)

A

repetitive motor movements, use of objects or speech, need sameness and routine, restricted and highly focused interests, hyper/hypo reactivity to sensory output.

66
Q

symptoms of autism (requirements)

A

present in early development, cause significantly impairment, not better explained by another disorder.

67
Q

self-regulation

A

helps us control our emotions, thoughts and behaviour (feeling, thinking doing).

68
Q

why is self-regulation important

A

strongly predicts a very wide range of adult life-course outcomes including; physical health, mental health, education, employment, relationship and criminal offending outcomes.

69
Q

what is ENGAGE

A

enhancing neurobehavioral gains with the aid of games and exercise (focuses on building self-regulation in preschoolers)

70
Q

domains of ENGAGE

A

emotional, cognitive, behavioural

71
Q

difference between ENGAGE and PPP gold standard of behavioural intervention)

A

no significant differences between programs (structured play is as effective as behaviour management)

PSYC203 (3 decks)

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