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Child Psychopathology > Test 1 > Flashcards

Test 1 Flashcards

1
Q

Attention-deficit/hyperactivity disorder (ADHD):

A

persistent age-inappropriate symptoms of inattention, hyperactivity, and impulsivity that are sufficient to cause impairment in major life activities

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2
Q

Inattention

A

Inability to sustain attention or stick to tasks or play activities, to remember and follow through on instructions or rules, and to resist distractions

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3
Q

Hyperactivity-Impulsitivity

A

Under-controlled motor behavior, poor sustained inhibition of behavior, the inability to delay a response or defer gratification
An inability to inhibit dominant responses in relation to ongoing situational demands

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4
Q

Prognosis:

A

formulation of predictions about future behavior under specified conditions

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5
Q

Psychoanalytic theory

A

Sigmund Freud: individuals have inborn drives and predispositions that strongly affect their development
− Experiences play a necessary role in psychopathology.
− Children and adults could be helped if provided with the proper environment, therapy, or both

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6
Q

Behaviorism

A

Evidence-based treatments for children, youths, and families
can be traced to the rise of behaviorism in the early 1900s.
* Pavlov’s research on classical conditioning
* Watson’s studies on the elimination of children’s fears and the
theory of emotions
− Famous study with Little Albert

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7
Q

Labels describe behaviors, not people

A

Stigmatization is a challenge.
− Separate the child from the disorder
− Problems may be the result of children’s attempts to adapt to
atypical or unusual circumstances.
* According to DSM-5-TR guidelines
− The primary purpose of using terms is to help describe and
organize complex features of behavior patterns.

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8
Q

multifinality

A

various outcomes may stem from similar beginnings

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9
Q

equifinality

A

similar outcomes stem from different early experiences

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10
Q

Risk factors

A

a variable that precedes a negative outcome of
interest
* Known risk factors that increase children’s vulnerability to
psychopathology
− Chronic poverty/socioeconomic marginalization
− Interactions with oppressive systems
− Serious caregiving deficits
− Parental mental illness
− Divorce, homelessness, and racism

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11
Q

Protective factor

A

a personal or situational variable that reduces the chances for a child to develop a disorder

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12
Q

Resilience

A

The ability to avoid negative outcomes despite being at risk for psychopathology.
resilience may vary over time and across situations.
* Resilience is seen in children across cultures.
* Positive cognitive schemas about self, coping skills, and abilities to avoid risky situations may be considered resilient.

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13
Q

Poverty and Socioeconomic
Disadvantage

A

Children from poor and disadvantaged families are more likely to be diagnosed with
− Conduct disorders, chronic illness, and school issues
− Emotional disorders and cognitive/learning challenges

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14
Q

Externalizing problems

A

Higher in boys than girls in preschool and early elementary years and rates converge by age 18
− Exhibited as acting-out behaviors

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15
Q

Internalizing problems

A

Similar rates in early childhood but higher rates among girls over time
− Include anxiety, depression, somatic symptoms, and withdrawn behavior

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16
Q

Possible causes of a child’s behavior

A

− Biological influences
− Emotional influences
− Behavioral and cognitive influences
− Family, cultural, and ethnic influences

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17
Q

Etiology

A

the study of the causes of childhood disorders

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18
Q

Adaptational failure

A

unsuccessful progress in developmental
milestones

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19
Q

Neurobiological perspectives

A

The brain is seen as the underlying cause of psychological disorders.
* The fetal brain develops from all-purpose cells into a complex organ.
* Neurons with axons develop.
* Synapses (axonal connections) form.
* Neural plasticity: the brain’s anatomical differentiation is use-dependent.
* Nature and nurture both contribute.
* Experience plays a critical role in brain development.

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20
Q

Endocrine system

A

linked to anxiety and mood disorders.
* Endocrine glands produce hormones.
− Adrenal glands produce epinephrine and cortisol.
− Thyroid gland produces thyroxine.
− Pituitary gland produces regulatory hormones, e.g., estrogen and testosterone.
− Hypothalamic–pituitary–adrenal (HPA) axis—linked in several disorders, especially anxiety and mood disorders

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21
Q

Neurotransmitters

A

Neurotransmitters make biochemical connections.
* Neurons more sensitive to a particular neurotransmitter cluster together and form brain circuits.
* Neurotransmitters involved in psychopathology include serotonin, benzodiazepine-GABA, norepinephrine, and dopamine.
* Psychoactive drugs are used in treatments.

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22
Q

Psychological Perspectives

A

Psychological perspectives have value in explaining the development of psychopathology.
− Transactions must be considered.
* Emotions play a role in establishing an infant’s ability to adapt to new surroundings.
* Behavioral and cognitive processes assist a young child in making sense of the world

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23
Q

Emotional Influences

A

Emotions and affective expression
− Are core elements of human psychological experience
− Are a central feature of infant activity and regulation
− Tell us what to pay attention to/what to ignore
− Affect quality of social interactions and relationships
− Are important for internal monitoring and guidance

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24
Q

Emotion reactivity

A

: individual differences in the threshold and
intensity of emotional experience

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25
Q

Emotion regulation

A

enhancing, maintaining, or inhibiting
emotional arousal

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26
Q

Temperament

A

an organized style of behavior that appears early in development
- Shapes an individual’s approach to their environment and vice versa

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27
Q

Self-regulation

A

a balance between emotional reactivity and self-
control (self-regulation)

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28
Q

Applied Behavioral Analysis

A

Explains behavior as a function of its antecedents and consequences

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29
Q

Classical Conditioning

A

Involves paired associations between previously neutral stimuli and unconditioned stimuli

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30
Q

Bronfenbrenner’s Ecological Model

A

The child’s environment is a series of nested and
interconnected structures with the child at the center.
child development is impacted by multiple
systems

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31
Q

Attachment

A

the process of establishing and maintaining an
emotional bond with parents or other significant individuals
* Four patterns of attachment

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32
Q

transactional view

A

Children and environments are interdependent
− Both children and the environment are active contributors to adaptive and maladaptive behavior.

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33
Q

Social learning

A

Social learning explanations consider overt behaviors and the role of possible cognitive mediators

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34
Q

Family systems theorists

A

Understanding or predicting the behavior of a particular family member cannot be done in isolation from other family members
* The study of individual factors alongside the child’s context is mutually compatible and beneficial to both theory and intervention

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34
Q

Classical conditioning

A

Involves paired associations between previously neutral stimuli and unconditioned stimuli

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35
Q

shared environment

A

environmental factors that produce similarities in
developmental outcomes among siblings in the same family

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36
Q

nonshared environment

A

environmental factors that produce
behavioral differences among siblings in the same family

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37
Q

Incidence rates

A

extent to which new cases of a disorder appear
over a specified time period

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38
Q

prevalence rates

A

all cases (new and existing) observed during a
specified time period

39
Q

Correlates

A

variables associated at a particular point in time
− No clear proof that one precedes the other

40
Q

Risk Factors(2)

A

variables that precede an outcome of interest
− Increase the chance of a negative outcome

41
Q

Protective factors

A

variables that precede an outcome of
interest
− Decrease the chance of a negative outcome

42
Q

Treatment efficacy

A

whether the treatment can produce changes under well-controlled environments

43
Q

treatment effectiveness

A

whether the treatment can be shown to work in clinical practice

44
Q

Standardization

A

process that specifies a set of standards or
norms for a method of measurement

45
Q

Reliability

A

consistency or repeatability of results

46
Q

Validity

A

extent to which it measures the dimension or construct that the researcher sets out to measure

47
Q

Internal validity

A

The extent to which a particular variable, rather than extraneous influences, accounts for the findings

48
Q

External validity

A

The degree to which findings can be generalized to other people, settings, times, measures, and characteristics

49
Q

Comorbidity

A

the simultaneous occurrence of two or more
disorders

50
Q

Longitudinal research

A

whereby the same individuals are studied at different ages/stages of development.

51
Q

Cross sectional research

A

different individuals at different ages/stages of development are studied at the same point in time.

52
Q

Informed consent

A

Before agreeing to participate, all participants must be fully informed of the nature of the research, including:
- Risks, benefits, expected outcomes, alternatives, and option to withdraw from the study at any time
− Minor’s consent must be obtained from parents or legal guardian

53
Q

Assent

A

The child agrees to participate.
− Must be obtained if a child is around age 7 or older

54
Q

Ethical and Pragmatic Concerns

A

− Deception, the use of mild forms of punishment, the use of participant payment or other incentives, or possible coercion
− Longitudinal research may involve unexpected crises, unforeseen consequences of research, and issues about continuing the research that affect a child’s well-being.
− Researchers are advised or, in the case of research funded by government agencies, required to seek advice from colleagues.

55
Q

Clinical assessment

A

systematic problem-solving strategies to
understand children with disturbances and their family and school environments

56
Q

Developmental considerations

A

in assessing children and families, one needs to be sensitive to
− The child’s developmental age should be considered, rather than just chronological age.
− The child’s gender also has implications for assessment and treatment.
− Cultural factors must be carefully considered during assessment and treatment.
 Culture-bound syndromes
 What is typical and atypical may vary between cultures.

57
Q

More commonly reported among men

A

ADHD disorder,Childhood conduct disorder,
Intellectual disability, autism spectrum disorder,
Language disorder, Specific learning disorder,
Enuresis

58
Q

More commonly reported among women

A

Anxiety disorders, Adolescent depression
Eating disorders, Sexual abuse

59
Q

Equally reported among men and women

A

Adolescent conduct disorder,
Childhood depression. Feeding disorder,
Physical abuse and neglect

60
Q

Prognosis

A

formulation of predictions about future behavior under specified conditions

61
Q

untructured interviews

A

Provide a large amount of information during a brief period
* Include a developmental or family history
* Most interviews are unstructured.
− May result in low reliability and biased information

62
Q

structured interviews

A

more reliable.
− Include specific questions

63
Q

Behavioral assessment

A

Evaluates the child’s thoughts, feelings, and behaviors in specific settings
* Primary problems of concern
− Target behaviors and the factors that control or influence them
* ABCs of assessment are to observe the
− Antecedents
− Behaviors
− Consequences of the behaviors

64
Q

Checklists and rating scales

A

Reports concerning child behavior and adjustment can be obtained using global checklists and problem-focused rating
scales.
− Used to ask parents, teachers, and sometimes the youths themselves to rate
 The presence or absence of a wide variety of child behaviors
 The frequency and intensity of these behaviors
− Child Behavior Checklist (CBCL) is a leading checklist for assessing behavioral concerns in children and adolescents ages 6 to 18.

65
Q

Wechsler Intelligence Scale for Children (WISC-V):q

A

emphasizes fluid reasoning abilities, higher order reasoning, and information processing speed
* Comprehensive assessments often include achievement (academic) testing

66
Q

Commonly Identified Dimensions
of Child Psychopathology

A

anxious, depressed, withdrawn, social problems, somatic symptoms(dizzy,headaches, pains), thought problems, aggressive behavior, attention problems, rule-breaking behavior

67
Q

Neurodevelopmental disorders

A

− Intellectual Developmental Disorder
− Autism Spectrum Disorder
− Communication Disorders
− Specific Learning Disorder
− Attention-Deficit/Hyperactivity Disorder
− Motor Disorders

68
Q

Psychodynamic treatments

A

View child psychopathology as determined by underlying unconscious and conscious conflicts
− Focus is on helping the child develop an awareness of unconscious factors contributing to problems

69
Q

Behavioral treatment

A

Assume that behaviors are learned and focus on re-educating the child

70
Q

Cognitive treatmenr

A

− View abnormal behavior as the result of deficits and/or distortions
in the child’s thinking
− Focus is on changing faulty cognitions.

71
Q

Cognitive-behavioral treatment

A

− View psychological disturbances as the result of faulty thought patterns, faulting learning, and environmental experiences
− Focus is on identifying and changing maladaptive cognitions.

72
Q

Client-centered treatmenr

A

Focus on creating a therapeutic setting that provides unconditional acceptance of the child

73
Q

Family treatments

A

View individual disorders as manifestations of disturbances in family relations
Focus on the family issues underlying children’s problematic behavior

74
Q

Neurobiological Treatments

A
  • View child psychopathology as resulting from neurobiological impairment or dysfunction
  • Rely primarily on pharmacological and other biological approaches to treatment
  • Medication use has continued to increase
  • The percentage of children receiving more than one class of medication has also increased
75
Q

Attention-deficit/hyperactivity disorder (ADHD)

A

persistent age-inappropriate symptoms of inattention, hyperactivity, and impulsivity that are sufficient to cause impairment in major life
activities
− Inattentive: not focusing
− Hyperactive: constantly in motion
− Impulsive: acting without thinking
− No distinct physical symptoms

76
Q

Inattention

A

Inability to sustain attention or stick to tasks or play activities, to remember and follow through on instructions or rules, and to resist distractions

77
Q

Hyperactivity

A

Under-controlled motor behavior, poor sustained inhibition of behavior, the inability to delay a response or defer gratification
* An inability to inhibit dominant responses in relation to ongoing situational demands
* Hyperactive behaviors include
− Fidgeting and difficulty staying seated
− Moving, running, touching everything in sight, excessive talking, and pencil tapping
− Excessively energetic, intense, inappropriate, and not goal-directed

78
Q

Impulsivity

A

− Inability to control immediate reactions or to think before acting
− Cognitive impulsivity includes disorganization, hurried thinking, and need for supervision
− Behavioral impulsivity includes difficulty inhibiting responses when situations require it
− Emotional impulsivity includes impatience, low frustration tolerance, hot temper, quickness to anger, and irritability

79
Q

cognitive processes

A

working memory, mental computation,
planning, anticipation, and flexibility of thinking

80
Q

Language processes

A

verbal fluency and the use of self-directed
speech

81
Q

Motor processes

A

allocation of effort, following prohibitive
instructions, response inhibition, and motor coordination and sequencing

82
Q

Emotional processes

A

self-regulation of arousal level and
tolerating frustration

83
Q

Intellectual deficits

A

Most children with ADHD have at least typical intelligence—the difficulty lies in applying intelligence to everyday life situations

84
Q

executive functions

A

Higher-order mental processes that enable a child to maintain a problem-solving orientation in order to attain a future goal.

85
Q

Disorders associated with ADHD

A

About half or more of all children and adolescents with ADHD meet criteria for oppositional defiant disorder
* Are at high risk for getting into serious trouble at school or with the police
About 25% to 50% of children with ADHD experience excessive anxiety
− Co-occurring anxiety worsens symptoms or severity of ADHD
− Children with co-occurring ADHD and anxiety display social and academic difficulties
* 20% to 30% of children with ADHD experience depression
− ADHD at 4 to 6 years of age is a risk factor for future depression and suicidal behavior

86
Q

Genetic influences on ADHD

A

Family, adoption, twin, and gene studies strongly indicate that the risk for ADHD is inherited
− The precise mechanisms are not yet known
* Specific gene studies
− Genes may contribute to the expression of ADHD
 Focus on dopamine regulation and the serotonin system
− Role of environment: incorporated into any explanation of ADHD based on genetic influences

87
Q

Course and Outcomes of ADHD

A

Infancy: signs of ADHD may be present at birth
* Preschool: symptoms become more visible and significant at ages 3 to 4
− Children with symptoms for at least 1 year are likely to continue to have difficulties later in middle childhood and adolescence
* Elementary school: symptoms are especially evident when the child starts school
− Oppositional defiant behaviors, defiance and hostility increase
− Increased problems with life: chores, academics, relationships Adolescence
− Many children with ADHD do not outgrow problems and some can get much worse
− At least 50% of clinic-referred elementary school children continue to experience ADHD into adolescence
* Adult challenges
− Some individuals either outgrow or learn to cope with their disorder by adulthood
− ADHD is established as an adult disorder

88
Q

Primary ADHD treatment

A

Many children with ADHD, particularly those in greatest clinical need, do not receive specialty services for ADHD
* The primary treatment approach combines:
− Stimulant medication
− Parent management training
− Educational intervention
* Procedure for early detection and early intervention for ADHD is emerging

89
Q

Parent management training

A

Managing disruptive child behavior at home, reducing parent-child conflict, and promoting prosocial and self-regulating behaviors
Provides parents with a variety of skills
− Managing the child’s oppositional and noncompliant behaviors
− Coping with emotional demands of raising a child with ADHD
− Containing the problem so it does not worsen
− Keeping the problem from adversely affecting other family members
* Parents are next taught behavior management principles and techniques
* Parents also learn to reduce their own levels of frustration through relaxation

90
Q

Educational intervention

A

Managing disruptive classroom behavior, improving academic performance, teaching prosocial and self-regulating behaviors
teacher and child must set realistic goals
and objectives
− School-based interventions for ADHD have received considerable support

91
Q

summer treatment programs(intensive)

A

Enhancing present adjustment at home and future success at school by combining many of the primary and additional treatment in an intensive summer treatment program

92
Q

Support groups

A

Connecting adults with other parents of children
with ADHD, sharing information and experiences
about common concerns, and providing emotional support

93
Q

Medication for ADHD

A

Among the most effective stimulants are dextroamphetamine and methylphenidate
− May help normalize frontostriatal structural abnormalities and functional connections
* In 80% of children stimulants produce
− Increases in sustained attention, impulse control, and persistence of work effort
− Decreases in task-irrelevant activity and noisy and disruptive behaviors
* Stimulant medications used appropriately and with proper supervision are usually quite safe

94
Q

Neuropsychological tests

A

attempt to link brain functioning with objective measures of behavior known to depend on an intact central nervous system
* Neuropsychological assessments consist of comprehensive batteries that assess a full range of psychological functions

Child Psychopathology (3 decks)

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