Pediatrics

Question 1

What is the point of the ICF framework of functioning, disability and health?

Answer 1

It provides a standard language and framework for talking about and managing health and disability.

Question 2

What are the F words associated with: body function and structure, activity, participation, environmental factors, and personal factors. https://images.cram.com/images/upload-flashcard/47/96/65/33479665_m.png

Answer 2

Fitness, function, friendships, family factors, fun https://images.cram.com/images/upload-flashcard/47/96/69/33479669_m.jpg

Question 3

What two pediatrics pearls did Dr. Rosenbaum begin the lecture with? \n\n\nHints:\n(1) who do pediatricians treat?\n(2) what interacts heavily with the child’s illness?

Answer 3

1) Treat the ‘childandfamily’ unit\n2) Think about how the pediatric condition interacts with the child’s development in both directions

Question 4

Children with functional challenges and developmental difficulties can’t necessarily be ‘fixed’, so what does health mean for them?

Answer 4

The ability to adapt and self manage in the face of social, physical, and emotional challenges. \nFunctioning can be understood as the evidence of health.

Question 5

How can you learn developmental milestones?

Answer 5

Pay attention to the children around you, learn their age, ask parents to brag about them. Develop pictures in your head of what a child looks like at a certain ages instead of memorizing motor, language, social milestones in isolation.

Question 6

What do the 4 Ss in SSHADESS stand for?

Answer 6

Strengths (what are you proud of, how would friends describe you?)\nSchool (truancy, academic success, safety)\nSexuality (Attraction, sexual activity, protection, pregnancy, STIs)\nSafety (bullying, weapons, fights, sexual abuse, jealous boyfriend, family member’s being hurt)

Question 7

What does SSHADESS stand for in its entirety?

Answer 7

Strengths\nSchool\nHome (family and living situation)\nActivity (spending time with friends, bullying, change in activities/socializing, loss of interest in activities)\nDrugs (substances used by patient, patient’s friends, reason for using)\nEmotion/Eating (sleep, self harm, stress, healthy eating)\nSexuality \nSafety

Question 8

Identify two ways to help teens open up in interviews.

Answer 8

Explain your obligation to provide confidentiality, and the limits of that confidentiality (risk of harm to patient or other)\nExplain that you will interview the teen both with and without her parents.

Question 9

At what age can a person consent to sexual activity, provided the partner is close in age?

Answer 9

Age 12

Question 10

At what age can a person consent to someone of any age, provided there is no power differential?

Answer 10

16

Question 11

At what age is sexual activity with anyone, regardless of power differential, allowed

Answer 11

18

Question 12

How close in age must a person be to a 12 or 13 year old to engage in sexual activity legally

Answer 12

1 year (less than 2 years)

Question 13

How close in age must a person be to a 14 or 15 year old to engage in sexual behavior legally.

Answer 13

4 years (less than 5 years)

Question 14

At what tanner stage do breast buds form?

Answer 14

Stage 2

Question 15

At what tanner stage does menarche occur?

Answer 15

Stage 4

Question 16

At what tanner stage does pubic hair begin to grow?

Answer 16

Stage 2

Question 17

At what tanner stage, does facial hair come in?

Answer 17

Stage 5

Question 18

At what stage does the secondary mound develop (areola) in females?

Answer 18

Stage 4

Question 19

What is the order of male puberty?

Answer 19

Testicular growth\nPubic Hair\nPenile Growth\nGrowth Spurt

Question 20

What is the order of female puberty?

Answer 20

Breasts\nPubic Hair\nGrowth spurt\nMenarche(boobs, pubes, grow, flow)

Question 21

What are the 6 Ps of sexual history taking?

Answer 21

Partners, number\nPregnancy prevention\nProtection from STI\nPractices, sexual\nPast Hx of STIs\nPersonal identity

Question 22

Anorexia Nervosa

Answer 22

Low BMI\nIntense fear of weight gain, or behavior interfering with wt gain\nPreoccupation with weight\nDoes not recognize seriousness of low weight

Question 23

Types of Anorexia Nervosa (2 types)

Answer 23

Restrictive type\nBinge/Purging Type

Question 24

How is Bulimia different from anorexia?

Answer 24

Wt is not significantly decreased\nCharacterized by presence of uncontrolled, excessive eating (binge), followed by compensatory behavior that occurs at least once a week for at least 3 months

Question 25

What is atypical anorexia nervosa?

Answer 25

Anorexia without being of a low weight (e.g., previously overweight and has lost weight)\nPresents a similar medical, hormonal and psychiatric risk

Question 26

What is Avoidant / Restrictive Food Intake Disorder?

Answer 26

Lack of interest in eating and food without body image preoccupation (e.g., chronic illness, fear after choking incident)

Question 27

Name five of the 11 physical exam findings for restrictive eating disorders described in the lecture

Answer 27

Weight loss and malnutrition\nmuscle atrophy,\ngrowth retardation, \nbradychardia\nhypotention\nsystolic murmor,\nacrocyanosis (bluish/ purple coloring of hands and feet)\ndry skin\ncaratenosis \nlanugo\nperipheral edema

Question 28

Name three physical signs of non–restrictive eating disorders

Answer 28

Parotid gland enlargement\nRussell’s sign\nNormal weight/overweight with fluctuations

Question 29

What does the CRAFFT mnemonic stand for in a substance abuse history?

Answer 29

Car: driving while using, or in a car driven by someone using\nRelax: using it to feel better, relax, or fit in?\nAlone: do you use it alone?\nForget: do you ever forget things you did while using?\nFriends and family: do friends and family every tell you that you should cut down\nTrouble: have you ever gotten intro trouble while using