SEMH Flashcards
Define psychiatric disorder (1) and name diagnostic bodies.
Atypical behavioural or psychological patterns that cause distress/disability.
Defined by DSM-V and ICD-16
(6) types of psychiatric disorder and examples
Organic disorders - dementia
Mood disorders - depression
Anxiety disorders - phobia
Developmental disorders - LD
Eating disorder - anorexia
Substance dependance - alcholism
(3) possible features of psychiatric disorders
May relate to LD
May be transient or chronic
Comorbidity
Define child psychiatric disorder
(5)
(1)
Severe impairments in the behaviour, development, learning, mood and social functioning of a child, not adequately explained by primary medical factors.
Who diagnoses child psychiatric disorders?
Diagnosed by child/adolescent psychiatrists and/or clinical psychologists.
What service manages children with child psychiatric disorders? (4)
CAMHS – Child and Adolescent Mental health Services.
Schools,
Social services,
MAST - Multi-Agency support teams.
What is social-emotional competence?
Able to positively engage with those around them, able to regulate or manage their emotions and how they express these emotions
(5) factors of social-emotional competence?
(1) Effect of disruption to factors
Social competence
Emotional competence
Attachment
Self-Perceived competence
Temperament
Disruptions to the above can put the child at risk of SEMH difficulties
Define social competence
child engages appropriately in social interaction
Define Attachment
A secure relationship with a primary carer from birth, which makes the child feel safe, secure and protected
Define emotional competence
child aware of their emotions and those of others and are able to manage/regulate how they express or show these emotions to others
Define Self-perceived competence:
Self-perceived competence: child is aware of their own strengths/weaknesses in relation to their peers and are able to use this in their own motivations.
Define Temperament
Temperament: child’s intrinsic personality in how he/she reacts to experiences and then manages these
Effect of language on emotional competence
need knowledge of vocabulary of emotions and how this vocabulary maps onto their emotions in order to be able to understand and express these to others.
Effect of language on social competence
adequate and appropriate social communication skills to engage appropriately in social interaction.
Effect of language on self-percieved competence
Build effective interactions, friendships and relationships.
Effect of language on attachment
Infant needs intent to be communicative to encourage their caregivers to communicate.
Caregivers need both communicative and emotional ability to communicate with their infant
How can attachment be disrupted (3)
neglect
emotional abuse
physical abuse
Factors of ADHD (3)
Impulsivness
Inattention
Hyperactivity/overactivity
ADHD affects xxx functioning
psychosocial functioning: relationships, school, peers ect.
Risk factors for ADHD (4)
biological relative with ADHD,
extreme early life adversity,
pre and post natal exposure to lead,
low birth weight/prematurity
(Both environmental and genetic)
Prevalence of ADHD?
5% more common diagnosis in boys.
Management of ADHD (4)
Medical: Psychostimulants
Psychological.
Parent training.
School based interventions.
Possible explanations for language difficulties in ADHD (3)
Attention - affects language learning
Associated learning disability
Social communication difficulties due to impulsivity.
DSM-V ADHD amendments (3)
DSM-V:
ADHD continues into adulthood
can be co-morbid
starts before 12.
Define Selective Mutism (5)
Consistent failure to speak in specific social situations in which there is an expectation for speaking (e.g., in classroom), despite speaking in other situations (e.g., at home).
Interferes with education or occupation achievement or social communication.
Must last for at least one month (not 1st month of school).
Not due to lack of knowledge of or comfort with the language in use.
Not better explained by communication disorder (e.g., stuttering).
