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test 1 Flashcards

1
Q

benefits of diagnosis and labelling

A
  • helpful for getting resources
  • can be situation
  • early intervention to prevent long standing issue
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2
Q

decolonization

A

repairing relationships with indigenous people

moving away from institutional approaches

having a holistic approach: being mindful of others experiences

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3
Q

Assessments

A

eurowestern- used tools to gauge symptoms, severity and match them against diagnostic

but how MI develops and the risk factors are pretty unclear so be cautious and use it as 1 aspect of understanding

building a relationship is critical

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4
Q

Piaget cognitive developmental theory

A

sensorimotor: 0-2 learning about environment through senses and motor activity
pre operational: 2-7 use mental abstractions by end of stage

concreate operational: solving problems, understanding outcomes and perspectives
formal operational: abstract thinking

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5
Q

Eriksons psychosocial theory

A

stage 1- trust vs mistrust (birth to 12/18 months)
stage 2- autonomy vs shame/doubt (18mons -3years)
stage 3- initiative vs guilt (3-5)
stage 4- industry vs inferiority ( 5-12)
stage 5: identity vs confusion (12-18) who am I? where do I fit in

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6
Q

conception through adolescence

A

birth & early infant development
- how were they at birthday parties

important to determine birth trauma

being informed about
- common cause of death
- what population is at risk

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7
Q

what are common cause of death

A

children: birth complications, accidents/injury, homicide

adolescents: suicide, accidents, homicide

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8
Q

what are the developmental age periods

A
  • conception to birth
  • birth to 12/18 months
  • early childhood, 1-6 yrs
    middle childhood, 6-11/12 yr
    later childhood ( 11-19 yrs)
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9
Q

what’s the theory of temperament development

A

physical and emotional response style that effects the Childs interactions with others

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10
Q

easy temperament

A

positive mood, regular patters, positive approaches, low emotional intensity, easy to sooth, remain calm

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11
Q

difficult temperament

A

irregular patterns, neg responses to new stimuli, slow adaptation, neg mood and high emotional intensity

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12
Q

slow to wam

A

often negative mood, mildly emotional responses to new situation but adapts, low activity levels

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13
Q

what are 9 characteristics of temperament

A

activity level- energy
rhythmicity ( natural patterns for biological functions like sleep, eat)
adaptability- to change
approach - withdrawl (response to new situationships or people
intensity of response
threshold or responsiveness (physical stimuli)
quality of mood- do they react to the world + or -
distractibility- do they pay attention and concentrate when not interested in an activity
persistence & attention span- how long do they continue when faced w challenges

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14
Q
A
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15
Q
A
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16
Q

importance of milestones

A

track Childs development compared to peers
of lacking, indication of need for intervention

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17
Q

Relational practice model

A

emphasizes child is valuable & worth our connection & safe and using the practitioner as an intervention tool to understand behaviour

acknowledges diversity, tries to understand factors impacting behaviour

treating symptoms without context can set up negative trajectory

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18
Q

reflexive practice

A

ability to respond to what’s unfolding in the immediate environment, think critically about power dynamics & role of emotions

clinician- pay attention to self and personal biases & values

goal: reduce dichotomous thinking prevalent in mental health

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19
Q

trauma informed care

A

emphasizes sensitivity to individual needs & fosters a safe environment for healing.
- non annualized
- avoiding authoritarian approaches

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20
Q

manage care vs manualize care

A

manage: flexible understanding what’s infant of us

manualized: authoritarian, getting truancy involved etc

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21
Q

6 keys to being trauma informed

A

safety
trustworthy and transparency
peer support
collaboration and mutuality
empowerment of voice and choice
cultural, historical gender issues

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22
Q

strength based work

A

focus on individuals capacities rather than deficits,

acknowledges resilience as product of overcoming adversity

avoid excessive labelling and uses existing skills to promote health and wellness

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23
Q

risk factors

A

not having good support system
age
being left alone
parents w mh challenges
sibs with mh challenges or high needs
substance use
intergenerational trauma

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24
Q

protective factors

A

school
connection in community
peer support (online)

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24
secure attachment
views world as safe seeks comfort in caregivers when distressed can explore world confidently
25
avoidant & ambivalent
distrust, self soothing and anxiety experienced rejection by caregiver when distressed or were emotionally unavailable so now they don't seek comfort due to fear of hurt or rejection (adults: difficulty forming and maintaining intimate relationships, don't want to rely on others, strong sense of independence)
26
insecure/ambivalent
- want caregiver to remain close, get angry if they leave, can be clingy risk for developing anxiety disorders ( adults: need constant reassurance they're loved, insecure in relationships, fear abandonment, needy)
27
disorganized/ reactive
inconsistency or afraid of caregivers response. can lead to unpredictable behaviours, consistently experience unmet needs mostly in child abuse, domestic violence, don't feel safe ( low self-esteem, trust issues, emotional dysregulation, suspicious of others intentions)
28
Bowen family systems theory
view fam systems as an emotional unite and you evaluate the parts in relation to the whole system
29
emotional process
all mechanisms within a group may be generalized across other similar groups
30
family projection
parents unsolved problems get projected onto children
30
emotional cut off
consequence of emotional "stickiness" due to intense closeness becomes intolerable, individual becomes distant and emotionally unavailable
31
multi-generational transmission
particular issues persist within the unit despite leadership change
32
nuclear family emotional system
system where each member of the group is impacted by the emotional atmosphere within the group . can result in fusing individual emotional selves
33
sibling position
ability to function is impacted by birth order and number of siblings
34
triangling
configuriation of 3 individuals where the 3rd person can stabilize the relationship and alleviate stress and tension between 2 initial ones
35
open system
can tolerate changes that effect the family system and can achieve homeostasis if conflict occurs
36
closed systems
they isolate members from the outside world and resist influence to change detachment: fam members function separately from one another. if there's an issue, one member may be unaware or unconcerned enmeshment: fail to develop sense of individuality, separateness, autonomy. can rescue rather than reach skills to be independent,
37
early abuse indicators
Communication challenges simple/solitary play hyper or hyposensitivity
38
strategies to aid w mood instability
engage in healthy living exposure to sunlight social interactions relaxation strategies emotional language thought changing activities active listening and problem solving
39
4 parenting styles
authoritarian authoritative permissive uninvolved
40
trauma informed interventions
open ended questions affirmations grounding exercises emphasize resolution over specific details self regulation strategies identify triggers fam support and counselling
41
what can be done to help fam
high quality child care income support social support and parenting programs parental support for teens/ teen presto intimate partner violence prevention programs treatments for MI and substance abuse home visit
42
what is physical neglect
failure to thrive, signs of malnourishment, poor hygiene, frequent injuries behaviours may be: dull/ inactive infants, begging to stealing food, absent, drug or alcohol use
43
emotional neglect
physical: failure to thrive, bed wetting, sleep disorders behaviours: self-stimulating like biting, rocking, sucking. infants anxious with strangers, withdrawn, antisocial behaviours extreme behaviours: lack of language development, thoughts of suicide and or attempts
44
children assessments
recognize perspectives of each person involved, use diff approaches like crafts, play games ask concrete, specific and less open ended q's corroborate info with parents and teachers
45
adolescents assessment
range of cognitive and developmental functioning working with resistance how did they get here
46
areas to cover in semi structured interview
demographic info friendships med history who lives at home activities and community thought challenges
47
bio/psycho/social spiritual model
holistic, integrated approach school collateral MSE med and Thys history history from other agencies
48
assessment w preschool aged children
consider language use play! can assesss motor skills, cognitive style, language, flexibility, emotional and behavioural regulation visuals
49
school aged children assessment
better inferences use board games, walk outside, activity together
50
adolescents assessment
identity is at the core of they psychosocial development egocentric
51
developmental assessment
intellectual functioning gross motor functioning g fine motor Func cognition thinking and perception social interaction and play
52
biopsychosocial assessment ( biological)
thorough physical assessment neuro exam meds (past/present) drug and alcohol use history of med problems genetic vulnerability mom- pregnancy complications/ complicated birth hospitalizations: head injuries, infections and fevers
53
psychological domain assessment
testing for learning disorders / neurodevelopment life changes and losses attachment temperment self concept trauma
54
social domain assessment
fam relationships school peer adjustment community functional status sports teams/ social groups spiritual
55
vicarious trauma
when working with trauma survivors it changes our world view, experience mirrors that of patient. intrusive thoughts, hyper vigilant about safety, somatic complaints, isolation, feeling depressed and hopelessness
56
compassion fatigue
less than VT but closely related to STS, burn out, decreased compassion satisfaction, emotional and mental exhaustion
57
secondary traumatized stress
similar to PTSF, more acute side effects and more intense
58
burnout
emotionally exhausted from work can lead to CF
59
compassion satisfaction
you're satisfied, feel reward about ur work
60
moral distress
have to cary out a policy or practice you don't

Child and adolescents (1 decks)

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