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CAM Midterm > concepts/ definitions > Flashcards

concepts/ definitions Flashcards

1
Q

why study child and adolescent psychopathology

A

50% of adult mental illnesses sets on by age 14; 75% by age 24

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2
Q

what is ACE’s

A

adverse childhood experiences, such as physical sexual emotional abuse, mother treated violently, household mental illness, etc

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3
Q

historical perspective

A
  • rarely mentioned children’s mental health problems prior to 18th century
  • all were explained based on religions
  • combo of medicine, science, religion, and magic
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4
Q

humoral theory

A

mid-1880s
based upon Galen
disease is due to imbalance of humors
treatment is non-specific

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5
Q

the mergence of social conscience

A

industrialization 17th century promotes humane care and social protection

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6
Q

John Locke 1632-1704

A

children should be raised with thought and care rather than indifference and harsh treatment
tabula rasa - blank slate

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7
Q

Jean Marc Itard 1775-1838

A

wild boy Victor
believed that environmental stimulation could humanize Victor

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8
Q

Philippe Pinel 1745-1826

A

father of French psychiatry
classy observations of the mentally ill
developed moral treatment

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9
Q

Benjamin Rush 1746-1813

A

instituted reforms for the care for the mentally ill

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10
Q

Dorothea Dix 1802-1887

A

established 32 humane mental hospitals

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11
Q

psychoanalytic theory - Sigmund Freud

A
  • aggressive and sexual drives are the primary motivating forces
  • oral phase; anal phase; phallic-oedipal phase; latency phase; puberty and adolescence
  • oedipus complex
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12
Q

id, ego, super-ego

A

id - primitive
superego - moral conscience
ego - realistic part

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13
Q

Mahler’s individuation

A
  • focused on how children develop an independent sense of themselves
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14
Q

object relations theory - Mahler

A
  1. normal autism
  2. symbiosis
  3. differentiation
  4. practicing subphase
  5. rapprochement
  6. object constancy
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15
Q

Erikson’s psychosocial development

A
  1. basic trust vs mistrust
  2. autonomy vs shame and doubt
  3. initiative vs guilt
  4. industry vs inferiority
  5. identity vs role diffusion
  6. intimacy vs isolation
  7. generativity vs stagnation
  8. integrity vs despair
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16
Q

Anna Freud

A

expanding Freud’s ideas to children

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17
Q

Melanie Klein

A

children’s play could be interpreted in terms of unconscious fantasy

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18
Q

Piaget and cognitive development

A
  • focused on how children develop their thinking
    1. sensorimotor stage
    2. preoperational stage
    3. concrete operational stage
    4. formal operational stage
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19
Q

Pavlov

A

classical conditioning

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20
Q

Skinner

A

rewards and consequences - operant conditioning

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21
Q

multifinality

A

various outcomes may stem from similar beginnings

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22
Q

equifinality

A

similar outcomes may follow from different early experiences

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23
Q

risk factors

A

a variable that precedes a negative outcome and increases the chance of that outcome occurring

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24
Q

risk factors

A

a variable that precedes a negative outcome and increases the chance of that outcome occurring

25
Q

determinants of mental health

A

30 gene
70 social eco environ factors

26
Q

resilience factors

A

a variable that increase one’s ability to avoid with negative outcomes

27
Q

critical 9 individual resilience factors

A

emotional regulation
self-efficacy

28
Q

most common causes of death in adolescence are

A

accidents
homicide
suicide

29
Q

why do adolescents take risks

A
  1. brain maturation is not yet complete
  2. driven by reward
  3. evolutionary advantage
  4. hormones and early puberty
  5. peer effects
  6. behavioral contributions
30
Q

defining psychological disorders characteristics

A

distress
disability
risk of further suffering or harm

31
Q

DSM-5 goal

A

to move away from categorical diagnoses and toward dimensional diagnoses

32
Q

IQ

A
  • bell-shaped curve
  • 100 average
  • sd =15
33
Q

IQ assessment

A

correlate with and predict school achievement
a measure of academic intelligence
heredity and environment influence IQ scores
cultural influences

34
Q

tests of intelligence

A

WPPSI-III
WISC-IV
WAIS-III

35
Q

WISC-III

A

verbal iq
performance iq
full scale iq

36
Q

WISC-IV

A

verbal comprehension index
perceptual reasoning index
working memory index
processing speed index

37
Q

what can a neuropsychological assessment do

A
  • explain intelligence-academic gap
  • explain variability in functioning across domains
  • recommend specific remediation and acoomodations
38
Q

executive functioning

A

command and control function
the conductor of all cognitive skills

39
Q

what is disability

A

affects daily functioning
impedes academic achievement
substantially interferes with the ability to learn

40
Q

left hemisphere

A

dominant for speech
analysis and processing of details
damage can cause speech and language prob, verbal memory loss, concrete thinking, reading writing math disorders, poor complex motor movements

41
Q

right hemisphere

A

mediates complex nonverbal material
gestalt thinking
damage can cause poor judgment, organization, processing of complex info, inferential thinking, construction, insight

42
Q

learning disorder diagnostic features

A

Diagnosed when
an individual’s achievement
on individually administered, standardized tests in reading, math, or written expression
is substantially below that expected for age, schooling, and level of intelligence

43
Q

Broca’s area

A

speech production

44
Q

Wernickes’ area

A

meanings of words

45
Q

dyslexia

A

SLD with impairment in reading
left hemisphere defect

46
Q

dyslexia

A

SLD with impairment in reading
left hemisphere defect

47
Q

academic functioning - reading

A

decoding
comprehension

48
Q

SLD with impairment in mathematics

A

generally attributed to R hemisphere

49
Q

academic functioning - mathematics

A

calculations
word problems

50
Q

SLD with impairment in written expression

A

difficult to diagnose
prevalence unknown

51
Q

academic functioning - writing

A

handwriting
spelling
writing process

52
Q

intellectual disability

A

emphasized the need for an assessment of both cognitive capacity and adaptive functioning
severity is determined by adaptive functioning

53
Q

down’s syndrome

A

ID
nondisjunction chromosome 21

54
Q

fragile x syndrome

A

ID
FMR-1 gene

55
Q

Fetal EtOH Syndrome

A

ID
a condition in a child that results from alcohol exposure during the mother’s pregnancy

56
Q

prader-willi syndrome

A

deletion in paternally drive chromosome 15

57
Q

angelman syndrome

A

deletion in chromosome 15

58
Q

williams syndrome

A

deletion of elastin gene

CAM Midterm (1 decks)

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