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Abnormal Psychology > Chapter 17 - Disorders among children and adolescents > Flashcards

Chapter 17 - Disorders among children and adolescents Flashcards

1
Q

What are the three types of bullying?

A
  • Physical
  • Verbal
  • Relational/social
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2
Q

Separation Anxiety Disorder

A
  • most common anxiety disorder among children
  • seen as early as the preschool years
  • enormous difficulty being away from their parents or other major attachment figures and are often reluctant or refuse to go anywhere that might be separated from their parents
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3
Q

Selective Mutism

A

Children consistently fail to speak in certain social situations but show no difficulty in speaking to others

ex: speak and laugh at home but will not at school
- early version of social anxiety disorder

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4
Q

Treatment for childhood anxiety disorders

A
  • 2/3 go untreated
  • psychodynamic therapy
  • cognitive-behavioral therapy (works the best)
  • family therapy
  • group therapy
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5
Q

Play therapy

A

Children play with toys, draw, and make up stories; in doing so, thought to reveal the conflicts in their lives and their related feelings

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6
Q

Child-centered therapies

A

listens carefully to the child, reflects on what the child is saying, shows empathy, and gives unconditional positive regard

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7
Q

Major Depressive disorders

A
  • may be triggered by negative life events: major changes, rejection etc
  • symptoms include headache, irritability, stomach pain and disinterest in toys and games
  • girls are twice as likely as boys to get it due to hormonal changes, increasingly experience more stressors, body image and are more invested in personal relationships
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8
Q

In Treatment for Adolescents with Depression (TAD) what are the two findings?

A
  1. neither antidepressants alone nor cognitive-behavioral therapy alone was as effective for teenage depression as was a combination of antidepressant drugs and cognitive-behavioral therapy
  2. Antidepressant drugs may be dangerous because it raises the risk of suicidal behavior during the first few months
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9
Q

Disruptive Mood Dysregulation Disorder

A

used to describe children with patterns of severe rage

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10
Q

Oppositional Defiant Disorder

A

Argumentative and defiant, angry and irritable and in some cases vindictive
- may argue repeatedly with adults, ignore adult rules and requests, deliberately annoy other people and feel anger and resentment

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11
Q

Conduct Disorder

A
  • a severe problem
  • repeatedly violate the basic rights of others
    ex: physically cruel to people or animals, deliberately destroy property, lie, steal
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12
Q

Overt-destructive pattern

A

Individuals display openly aggressive and confrontational behaviors

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13
Q

Overt-nondestructive pattern

A

dominated by openly offensive but nonconfrontational behaviors such as lying

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14
Q

Covert-destructive pattern

A

Characterized by secretive destructive behaviors such as violating other people’s property, breaking and entering and setting fires

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15
Q

Covert-nondestructive pattern

A

In which individuals secretly commit non-aggressive behaviors, such as being truant from school

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16
Q

Relational Aggression

A

In which the individual is socially isolated and primarily performs social misdeeds such as slandering others, spreading rumors, and manipulating friendships

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17
Q

What are the causes of conduct disorders?

A
  • drug abuse
  • poverty
  • traumatic events
  • exposure to violent peers
  • community violence
  • troubled parent-child relationships
  • inadequate parenting
  • family conflict
  • marital conflict
  • children with the MAOA gene and maltreatment during childhood are at high risk for this disorder
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18
Q

Parent management training

A

combination of family and cognitive-behavioral interventions to help improve family functioning and help parents deal with their children effectively

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19
Q

Parent child interaction therapy

A

teach parents to work with their child positively, set appropriate limits, act consistently, be fair and structured in their discipline and establish appropriate expectations regarding the child

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20
Q

Video Modeling

A

uses video tools to help achieve the same goals

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21
Q

Video conferencing

A

to offer parent-child interaction therapy in the actual homes of children with severe conduct disorders

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22
Q

Multisystemic therapy

A

aims to make needed changes across multiple contexts of childrens lives

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23
Q

Problem-solving skills training (child-focused treatment)

A

Combine modeling, practice, role-playing, and systematic rewards to help teach children constructive thinking and positive social behaviors

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24
Q

Coping power program (child-focused treatment)

A

Children with conduct problems participate in group sessions that teach them to manage their anger more effectively, view situations in perspective, solve problems, become aware of their emotions, build social skills, set goals and handle peer pressure

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25
Q

Stimulant drugs (child-focused treatment)

A

may help reduce their aggressive behaviors at home and at school particularly if the children’s symptoms further include impulsitivity and over activity

26
Q

Treatment foster care (residential treatment)

A

deliquent boys and girls are assigned to a foster home by the juvenile justice system

27
Q

Prevention programs

A

try to change unfavorable social conditions before a conduct disorder is able to develop

28
Q

Elimination disorders

A

repeatedly urinate or deficate in their clothes, bed or on the floor and have reached an age at which they are expected to control these bodily functions and their symptoms are not caused by physical illness

29
Q

Enuresis

A 
repeated involuntary (or in some cases intentional) bed-wetting or wetting of one's clothes 
- must be 5 years old to receive this diagnosis
30
Q

Explanations for Enuresis

A
  • a symptom of broader anxiety and underlying conflict
  • disturbed family interactions
  • The result of improper, unrealistic, or coercive toilet training
  • small bladder, weak muscles, and/or disturbed sleeping patterns
31
Q

Encopresis

A
  • “soiling”
  • repeatedly defecate into their clothing
  • causes intense social problems, shame or embarrassment
  • may stem from constipation, stress, improper toilet training, or a combination
32
Q

What is the most common and successful treatment for Encopresis

A

Cognitive-behavioral and medical approaches or a combination of the two

33
Q

Neurodevelopmental disorders

A

a group of disabilities in the functioning of the brain that emerge at birth or during very early childhood and affect the individual’s behavior, memory, concentration and/or ability to learn

34
Q

Attention Deficit Hyperactivity Disorder

A

Have great difficulty attending to tasks, behave overactively and impulsively or both

  • often appears before the child starts school
  • half of these children also have learning or communication problems
35
Q

What are the causes of ADHD

A
  • genetic predisposition
  • type 1 attention process
  • type 2 attention process
36
Q

Type 1 Attention Process

A

Are beyond our voluntary control and focus our attention on unexpected things that occur in our surroundings

37
Q

Type 2 Attention Process

A

Mental activities that we control and involve our effortful focus on attention

38
Q

Type 1 “emergency alarms”

A
  • can be overrided by type 2 attention processes
  • as a result they have trouble deliberately refocusing their attention to successfully function at home, school or social situations
39
Q

Attention circuit

A
  • brings balance between type 1 and type 2 attention process

- a number of structures that work together throughout the brain to bring about attention

40
Q

Methylphenidate

A

A stimulant drug that actually has been available for decades, or with certain other stimulants

ex: Ritalin
- most common treatment for the disorders with Adderal steadily climbing

41
Q

Parent Management Training

A

Cognitive-behavioral techniques are combined with family interventions to help them deal with their children more effectively, similar to the training received by parents of children with conduct disorders

42
Q

Autism Spectrum Disorder

A

A pattern first identified by psychiatrist Leo Kanner

  • marked by extreme unresponsiveness to other people, severe communication deficits, and highly rigid and repetitive behaviors and interests
  • 80% occur in boys
  • Lack of responsiveness and social reciprocity is a central feature
43
Q

Theory of Mind

A

An awareness that other people base their behaviors on their own beliefs, intentions and other mental states, not on information that they have no way of knowing

44
Q

Joint Attention

A

A cognitive limitation that is probably related to their theory of mind deficiency

45
Q

What are the causes of Autism?

A
  • genetics
  • prenatal difficulties
  • birth complications
46
Q

How is Autism Treated?

A
  • cognitive-behavioral approaches specifically behavior-focused interventions to teach new, appropriate behaviors
  • modeling
  • Individual Education Programs
  • Augmentative communication systems
  • parent training
  • Group homes
  • Sheltered workshops
47
Q

Individualized Education Program

A

A legal document that details the support services, therapies, and special accommodations to be afforded the child in order for him or her to achieve appropriate educational goals
- evaluated each year

48
Q

Intellectual Disability (ID)

A

general intellectual functioning that is well below average in combination with poor adaptive behavior

49
Q

Intelligence quotient (IQ)

A

Thought to indicate general intellectual abilities

– does not test for “street smarts”

50
Q

Mild ID

A
  • “educable” level because the individuals can benefit from schooling and can support themselves as adults
  • children demonstrate rather typical language, social and play skills but need assistance when under stress
51
Q

Moderate ID

A
  • demonstrate clear deficits in language development and play during their preschool years
  • delays in their acquisition of reading and remember skills and adaptive skills
52
Q

Severe ID

A
  • basic motor and communication deficit during infancy

- signs of neurological dysfunction and have an increased risk for seizures

53
Q

Profound ID

A
  • very noticeable at birth or early infancy

- with training people with this may be able to learn

54
Q

Down Syndrome

A
  • rate increases significantly when the mothers age is over 35
  • present flat faced, almond eye shape, high cheekbones and a small head
  • three floating 21 chromosomes
  • “trisomy 21”
55
Q

Fragile X Syndrome

A

second most common chromosomal cause of intellectual disabilities
- generally display mild to moderate degrees of intellectual dysfunction, language impairments, and in some cases behavioral problems

56
Q

PKU

A
  • Cannot break down the amino acid Phenylalanine

- chemical build up causes intellectual dysfunction

57
Q

Tay-Sachs disease

A
  • metabolic disorder resulting from a pairing of recessive genes, progressively lose their mental functioning, vision, and motor ability over the course of two to four years and eventually die
58
Q

Fetal alcohol syndrome

A

a group of serious problems that includes mild to severe ID

- can be caused by rubella, syphilis and other viruses

59
Q

Normalization

A

they attempt to provide living conditions similar to those enjoyed by the rest of society; flexible routines and normal developmental experiences

60
Q

Special education

A

children with intellectual disabilities are grouped together in a separate, specially designed educational program

61
Q

Mainstreaming

A

Put children with intellectual disabilities in regular classrooms with students from the general population

Abnormal Psychology (16 decks)

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