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5253: Child and adolescent > Ch 8: contemporary issues > Flashcards

Ch 8: contemporary issues Flashcards

(61 cards)

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1
Q

Child adolescent counselors are encouraged to

A

utilize strength-based approaches; using strengths helps focus on the problem, not the individual

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2
Q

externalization

A

emphasis shifts from individual blame to strategic solution building for positive contextualized sustainable change
promotes development of success identity

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3
Q

Labels

A

it is enouraged not to use labels to define students; puts them in a box

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4
Q

Ecological Systems theory model (Bronfenbrenner)

A

the microsystem
the mesosystem
ecosystem
macrosystem
chronosystem
technosystem

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5
Q

microsystem

A

innermost circle
family, household, and school

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6
Q

mesosystem

A

tangled relationships between and among the Microsystems

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7
Q

ecosystem

A

influences actions and occurrences in the microsystem

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8
Q

macrosystem

A

holds the cultural, social, and rhythmic realm

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9
Q

chronosystem

A

refers to aspects of time and era

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10
Q

technosystem

A

refers to how technology became a virtual lifeline

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11
Q

brief systemic approaches to counseling allow

A

for the conceptualization of children “in motion” in familial-cultural systems and therefor invite larger units of study beyond viewing the student singularly

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12
Q

student’s complex systems are..

A

dynamic
multilayered
intersectional
interactional

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13
Q

threats to healthy youth development

A

suicide
mental health diagnosis

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14
Q

suicide

A

ranks as the second leading cause of death ages 10-24
symptoms include hopelessness, previous attempts, death in family, goodbye letter

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15
Q

mental health disorders

A

an increase has been shown overtime
rarely receive treatment outside of school
young child rarely get treatment for behavior issues

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16
Q

Commonly diagnosed mental disorders in children aged 3-17

A

ADHD: 9.4%
behavior problem: 7.4%
depression and anxiety: 73.8%
depression and behavior problem: 47.2%
anxiety and behavior problem: 37.9%
anxiety and depression: 32.3%
behavior problems and anxiety: 36.6%
behavior problems and depression: 20.3%

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17
Q

mental health first aid (chillag)

A

assists parents, teachers, community members, and nonmetal health individuals to sharpen their observation skills and take effective action to identify youth who may be struggling with risk factors and might be considering suicide

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18
Q

eustress

A

uneasiness or nervousness that works as a motivator
common and experienced by many

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19
Q

contemporary mental health considerations in adolescence

A

anxiety
depression
substance use
body image
abuse
self-injury
bullying
school suspensions and expulsions
sexual identity
sexual orientation
covid-19

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20
Q

anxiety

A

approximately 7% of children 3-17 experience it
group of related conditions with common symptoms (emotional and physical)
feelings of dread, tense or jumpy, irritable, pounding of heart, shortness of breath

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21
Q

Anxiety disorders

A

generalized anxiety disorder
panic disorder
phobias

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22
Q

characteristics of anxiety

A

exaggerated worry about everyday life
intense social fear
feeling of panic and sudden terror
avoidance of certain experiences

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23
Q

significant levels of anxiety can cause

A

inaction
lethargy
freezing

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24
Q

depression

A

approximately 1.9 million children in US
must experience a depressive episode lasting longer than 2 weeks to be diagnosed

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25
symptoms of depression
changes in sleep and apetite lack of concentration loss of energy lack of interest in activities hopelessness or guilty thoughts physical aches suicidal thoughts
26
internal factors
refer to a person's traits, feelings, and overall ability to recover may be genetic or tied to emotional health
27
external factors
depict environmental events that may impact a youth's development, such as home and family circumstances, exposure to social media, or the availability of a support network.
28
substance use
86% of teenagers know someone who smokes or uses drugs; 47% report having used a drug by the time they graduated high school,
29
contributing factor to the top three leading causes of death for youth
alchohol and substance use
30
body image
how individuals view their own physical appearance can appear as a complex concept and display many different aspects of self-perception
31
eating disorders
when body image leads to harmful behaviors characterized as a psychiatric illness that encompasses extreme fear of gaining weight and a strong desire to be thin consumes the individual and impairs ability to engage in social activities
32
anorexia nervosa
refusal to maintain a normal body weight, characterized by 85% of expected body weight as defined by national norms
33
Anorexia nervosa characteristics
extreme weight loss due to restricting food intake or binge/purge eating
34
bulimia nervosa
a condition that reoccurs but does not happen consistently characterized by eating large amounts of food in a short period of time, then purging the food through vomiting, excessive exercising, abusing laxatives diagnosed 2x as after compared to anorexia
35
binge-eating disorder
loss of control over eating, and often an individual will eat large amounts of food in a short period of time usually done when already full and will not attempt to purge the food
36
Physical effects of eating disorders
loss of energy lower/irregular heartbeat loss of menstruation stomach issues digestion issues trouble sleeping
37
treatments for eating disorders
medical treatment therapy
38
abuse
1 in seven children experienced abuse in the past year
39
self-injury
500,000 visits annually last hospitals defined as a variety of behaviors such as cutting, burning, scraping and skin pricking
40
legal and ethical concerns when working with clients who self-injure
must balance confidentiality assessment
41
bullying
20% of students aged 12-18 report experiencing this decrease from 2005-2017, but prevalence rates continue to be between one and four defined by unwanted aggressive behavior, power imbalances, and a repetition of these behaviors (can be direct or indirect)
42
direct bullying
occurs in the presence of the youth and may include fighting, verbal threats, or destruction of youths property
43
indirect bullying
occurs outside of the youths presence and may come in the form of spreading rumors, getting another person to engage in physical aggression, or excluding them from a group or activity
44
cyberbullying
involves the use of electronic forms of communication via phone, text, email, or webs tires to harass or harm individuals
45
best practices of school wide prevention programs include
comprehensive policies and procedures that foster a safe and supportive learning environment focusing on acceptance and inclusion
46
four steps to changing school climate to reduce the impact of bullying
1. create both school and home environments of warmth 2. establish firm limits against unacceptable behavior 3. apply nonphysical, non hostile negative sanctions if a student breaks a rule 4. expect that all adults in the school hold a responsibility for maintaining a safe and supportive school climate
47
other ways to create positive school climate
surveying students to determine their feelings about bullying develop specific and clean antibullying policies encourage students to sign a proclamation that they will not bully
48
key strategy to prevent bullying
emphasize empathy, kindness, character education, and social-emotional learning for child
49
five steps to teaching empathy in school
modeling teaching practicing setting clear expectations making school culture and climate a priority
50
school suspensions and expulsions
occur when students engage in behaviors that significantly violate the code of conduct appear to negatively affect student outcomes and overall learning environment
51
sexual identity
how one understands oneself
52
sexual orientation
LGBT youth nearly 5x more likely to attempt suicide than heterosexual kids
53
covid-19
children thrive on routine during difficult times; need it to adjust needs to be unified efforts on all fronts use three "r"'s
54
the new 3 rs
reassurance routines regulation
55
Variables that account for positive counseling outcomes (Lambert)
the working alliance sense of hope and expectancy the extra therapeutic client factors (these three amount for 85% of outcomes) 15%- the theoretical approach
56
The relationship-isolation dilemma
though useful for connection, it may be contributing to more social isolation and less social interface
57
58
The eight domains of assets
support empowerment boundaries and expectations constructive use of time commitment to learning positive values social competencies positive identity
59
external assets
support empowerment boundaries and expectations constructive use of time
60
internal assets
commitment to learning positive values social competencies positive identity
61

5253: Child and adolescent (6 decks)

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