Exam 1 Flashcards
(160 cards)
1
Q
a __ __ is a pattern of behavioral, cognitive, emotional and physical symptoms shown by a child
A
psychological disorder
2
Q
a psychological disorder is associated with what 3 prominent features?
A
- child shows some degree of distress
- childs behavior indicates some degree of disability
- child evidences distress and disability which increases risk of further suffering or harm
3
Q
before determining if a behavior is normal, we must understand
-normal and atypical behavior __ __ __ __
-and what is normal and atypical behavior __ __ __
A
-within a given stage
-across developmental stages
4
Q
maladaptive behavior requires the
-knowledge of how child psychopathology is __ __ __ __ __
-knowledge that adult psychopathology __ __ __ __ __
A
-manifested at different developmental levels
-may present differently in childhood
5
Q
recognition of high rates of comorbid symptoms requires
-knowledge of common comorbid ___ ___ (anxiety/depression)(negative affects)
-knowledge of common comorbid ___ ___ (more frequently seen)(overt acts of aggression)
A
-internalizing disorders
-externalizing disorders
6
Q
___ can be defined as the different early experience that result in similar psychological outcomes
A
equifinality
7
Q
___ can be defined as the similar beginnings that result in various psychological outcomes
A
multifinality
8
Q
___ ___ ___ looks at a childs immediate environment and the interaction of the larger environment. With this model, we must look at development within the context of relationships and interactions with individuals that are involved in their life
A
Bronfenbrenner’s Ecological Model
9
Q
When determining normal from abnormal behaviors, we must look at the key conceptually different behaviors (___, ___, ___, ___) and their intensity, frequency and duration relative to the age norms
A
deviance
dysfunction
distress
danger
10
Q
___ ___: the more risks equals the increased likelihood of psychopathology. Also known as the ___ ___
A
-cumulative risks
-multiplier effect
11
Q
With cumulative risks:
-if you have 2 risk factors, you are __x more likely to develop said disorder
-4 risk factors = __x the likelihood of said disorder
- >6 risk factors at 10 years old = __x more likely than a peer with 1 risk factor to commit a violent crime by 18 y.o
A
-4x
-10x
-10x
12
Q
What are some risk factors using Bronfenbrenner’s model at the individual level?
A
-prenatal issues (low birth weight/lack of oxygen)
-temperament
-impulsivity and aggressiveness
13
Q
What are some risk factors using Bronfenbrenner’s model at the microsystem level?
A
-parenting styles (authoritative, authoritarian, permissive, uninvolved)
-marital conflicts
-parental psychopathology
-peer rejection
14
Q
What are some risk factors using Bronfenbrenner’s model at the exosystem level?
A
-neighborhoods
-healthcare access
-recreational opportunities
-ineffective school policies
-low SES
-familial relationships outside of nuclear family
15
Q
What are some risk factors using Bronfenbrenner’s model at the macrosystems level?
A
cultural climate
16
Q
What are some protective factors using Bronfenbrenner’s model at the individual level?
A
-temperament
-good social skills
-self efficacy
-positive self concept/resilliance
17
Q
What are some protective factors using Bronfenbrenner’s model at the microsystem level?
A
-good parent-child relationship
-family cohesion
-friendships/positive peer influence
-having a talent/hobby
-religious beliefs
18
Q
What are some protective factors using Bronfenbrenner’s model at the exosystem level?
A
-recreational activities
-teachers serving as role models
-good school policies
-access to healthcare
19
Q
What are some protective factors using Bronfenbrenner’s model at the macrosystem level?
A
cultural beliefs and supports
20
Q
risk factors as a result of poverty
-children are __x more likely to be __ or __
-economically stressed parents discipline more __/__
-___ poverty is more detrimental than transitory hardships
A
- 22x, abused, neglected
-harshly/inconsistently
-prolonged
21
Q
What are some environmental risks that come along with poverty as a risk factor?
A
asthma
not attending school
high exposure to violence
22
Q
What are some sociocultural causal factors of abnormal behavior?
A
-low SES
-unemployment
-prejudice and discrimination in race/gender/ethnicity
-urband stressors (violence/homelessness)
23
Q
When referring to the 4 D’s:
___: classification systems/how far from the norms certain actions are
___: impairment on functioning
___: increase in irritation levels
___: to self and to others
A
-deviance
-dysfunction
-distress
-danger
24
Q
When discussing linguistic diversity
-19.7% of the US population over the age of __ speaks a language other than english at home
-Approx. __% of the US population is foreign born
A
-5 years old
-12.5%
25
___ is defined as the systems of knowledge, concepts, rules, and practices that are learned and transmitted across generations (includes values, beliefs, and practices)
culture
26
___ ___ is important to school psych because minority children tend to be at greater risks for mental health and behavioral disorders
cultural diversity
27
the impact of increasing diversity means that __/__ of what constitutes a traditional family is changing
concept/constitutes
28
the percentage of traditional, nuclear families is __ __
steadily decreasing
29
minority children are overrepresented in the __ __ __
-more than __% have at least one psychiatric disorder including: __ __ __, __ __ __, __ __ __
-juvenile justice system
-substance abuse disorders
-disruptive behavior disorders
-major depressive disorders
30
What are some other factors that contribute to culture?
-ethnicity
-language
-SES
-age
-sexual orientation
-religious practices/beliefs
-race
-gender
-clothing style
-art
31
__ and __ of various cultures are influential on how mental illnesses are perceived and understood (how children are exposed to coping strategies, access to mental health services, response to treatment)
attitudes and beliefs
32
__ is defined as the phenotypically distinct group, a biological concept; broader in cope
race
33
__ is defined as a cultural group that shares a common history and culture, common values, and behaviors; much narrower in scope
ethnicity
34
___ is the level of adaptation to the dominant culture versus the background culture
acculturation
35
How can we measure acculturation?
-using interviews, questionnaires, surveys
-observed patterns of preference, identification, participation, and affiliation with the mainstream of culture
36
Acculturation is typically measured against __ __ __
english language proficiency
37
What are some patterns that reflect the extent of acculturation?
-role reversal within parent/child
-differences may cause stress
-related to familial generations
38
The __ __ __ __ is the first model to deal with racial aggression and African American identity development. It acknowledges that individuals have varying racial and cultural levels of identification, which allows service providers to identify racial identification
Cross' Racial Identity Model
39
According to Cross' Racial Identity Model, the ___ stage is where a student of color wants to fit into the majority scene by acting/thinking in ways that lessens the value of being black. They identify with white people and their culture and reject and devalue black culture
pre-encounter
40
According to Cross' Racial Identity Model, the ___ stage is where a student of color now realizes they are a 'miss-fit' to both majority and minority groups. This is characterized b an emotionally personal experience (fosters a need for change and shatter the view on life and identity)
encounter
41
According to Cross' Racial Identity Model, the ___ stage is where a student of color completely identifies with African Americans and idealizes black culture and hates anything related to being white. They embrace and adopt sense of black pride
Immersion-Emmersion
42
According to Cross' Racial Identity Model, the ___ stage is where a student of color overcomes defensiveness, idealization, and psychological affects of racism and develops and secures black identity. They are secure in who they are and it enables them to be open to relationships with white individuals
Internalization
43
According to Cross' Racial Identity Model, the ___ stage is where a student of color maintains their black identity while resisting various forms of social oppression. They have an urgent sense of activism that comes across the person of color.
Internalization-Commitment
44
What are the 5 steps in Atkinson, Morten and Sue's Racial Identity Model?
conformity, dissonance, resistence and immersion, introspection, and synergetic articulation and awareness
45
According to Atkinson, Morten and Sue's Racial Identity Model, the ___ stage is defined as the behavior that devalues cultural differences and praises dominant culture
Conformity
46
Atkinson, Morten and Sue's Racial Identity Model, the __ stage is defined as when the personal values shift between degrees of acceptance and rejection
Dissonance
47
Atkinson, Morten and Sue's Racial Identity Model, the __ stage is defined as when the individual shows appreciation for cultural differences, couples with a degree of majority culture
Resistance and Immersion
48
Atkinson, Morten and Sue's Racial Identity Model, the __ stage is defined as when the individual explores the basis of their attitudes (those that represent a liking to themselves and cultural differences)
Introspection
49
Atkinson, Morten and Sue's Racial Identity Model, the __ stage is defined as the appreciation for both cultural differences that exist (as well as particular aspects of majority culture)
Synergetic Articulation and Awareness
50
What must we consider in order to best practice for cultural appropriate service delivery?
-consider cultural, ethnic, and linguistic variables in the assessment
-non-discriminatory assessment
51
In order to strengthen the multicultural competency of school psychs, we must be aware of:
-our own beliefs, values, and world views to understand how perceptions may help/hinder work
-where we are in our ethnic identity development to understand comfort level with other cultures
-potential biases related to cultural variables
-understanding your limitations
-possibility to learn about other cultures
52
How long does it take to acquire Basic Interpersonal Communication Skills (BICS)?
2-3 years
53
How long does it take to acquire Cognitive Academic Language Proficiency (CALP)?
5-7 years
54
What are the three components to ADHD that make up the triad?
inattentive
hyperactivity
impulsiveness
55
What are the three core characteristics when discussing the Inattentive sub-triad of ADHD?
-initiating and sustaining attention
-distractibility
-organization and prioritization
56
What are the three core characteristics when discussing the Hyperactivity sub-triad of ADHD?
- 'on the go'
- over-talkativeness
- poor motor control
57
What are the three core characteristics when discussing the Impulsiveness sub-triad of ADHD?
-impatient
-intrudes on others
- risk-taking behavior
58
What are some examples of difficulties with initiating and sustaining attention under the inattention sub-triad?
-difficult for students to focus on tasks that are tedious
-may switch from one unfinished task to another
-difficulty completing tasks
-not able to follow through with instructions
-may look like they arent listening/are daydreaming
-avoid tasks that require intense effort
59
What are some examples of difficulties with distractability under the inattention sub-triad?
-difficult for children to filter out extraneous information
-unable to switch between tasks
-trouble with multitasking
60
What are some examples of difficulties with organization and prioritzation under the inattention sub-triad?
-impaired executive functioning
-lose/misplace belongings
-difficulty prioritizing tasks
-procrastination/forgetting events or tasks
-poor awareness of time management skills (difficulty with working memory)
61
What are some examples of difficulties with 'on the go' under the hyperactivity sub-triad?
-fidgety/restless
-difficulty remaining seated when required
62
What are some examples of difficulties with over-talkativeness under the hyperactivity sub-triad?
-talk too much
-talk too loudly
-tend to be verbose
-may blurt out answers
-interrupting conversation
63
What are some examples of difficulties with poor motor control under the hyperactivity sub-triad?
-dont play quietly
-tend to have messy handwriting
-intrusive behavior
-aggressive/hurts others unintentionally
64
What are some examples of difficulties with impatience under the impulsiveness sub-triad?
-difficulty waiting their turn
65
What are some examples of difficulties with intruding on others under the impulsiveness sub-triad?
-interrupting conversations or games
66
What are some examples of difficulties with risk-taking behavior under the impulsiveness sub-triad?
-engaging in physically dangerous activities without consideration or consequences
-tend to be accident prone
67
What are the 3 subtypes of ADHD?
-Predominately Inattentive Type (ADHD-PI)
-Predominately Hyperactive-Impulsive Type (ADHD-HI)
-Combined Type (ADHD-C)
68
What are the characteristics for Predominately Inattentive Type (ADHD-PI)?
-6 or more symptoms of inattention (0-5 hyperactive/impulse items)
-symptoms demonstrated for at least 6 months
-adolescents age 17+ at least 5 symptoms are required
69
What are the characteristics for Predominately Hyperactive-Impulsive type (ADHD-HI)?
-6 or more hyperactive/impulse symptoms (0-5 inattentive items)
-symptoms demonstrated for at least 6 months
-adolescents age 17+ at least 5 symptoms are required
70
What are the characteristics for Combined type (ADHD-C)?
> 6-9 inattentive items
> 6-9 hyperactive/impulse items
occurring for at least 6 months
71
According to the DSM-V Criteria for ADHD:
-symptoms must be present for at least __ __ and before the age of __
-there must be some impairment in __ or more settings
-impairment in __ or __ performance
- 6 months
-12 years old
- two
- social or academic
72
ADHD impacts children slightly more in __ __ groups
low SES
73
In relation to ADHD, children in low SES areas tend to have more __ __ problems
comorbid conduct
74
What are some broad term associated characteristics with ADHD?
cognitive deficits
intellectual deficits
speech and language impairments
medical and physical concerns
75
When discussing the cognitive deficits that come with ADHD, it may include issues with..
-cognitive processes
-language processes
-motor processes
-emotional process
76
What are the difficulties faced with cognitive processes with ADHD?
-difficulty with working memory (holding info in the mind while manipulating said info)(processing speed is lower)
-difficulty with mental computations, planning, organizational skills
77
What are the difficulties faced with language processes with ADHD?
-verbal fluency and communication
-inner speech
78
What are the difficulties faced with motor processes with ADHD?
-difficulty with response inhibition (waiting their turn)
-motor coordination
79
What are the difficulties faced with emotional processes with ADHD?
-self regulation/arousal level issues
-unable to tolerate frustration
80
When discussing the intellectual deficits that come with ADHD, it may include issues with..
-having at least an average IQ
-problem os not lack of intelligence but issues with applying intelligence to everyday life
-academic performance is inconsistent
81
What are the difficulties faced with impaired academic functioning with ADHD?
-struggles with productivity
-lower grades/scores on achievement tests
-often placed in special ed
-learning disabilities
82
__% of children with ADHD also have a learning disability
25
83
What are the difficulties faced with speech and language impairments with ADHD?
-30% of students with ADHD have speech and language impairments
-difficulty with language comp, speech production errors
-tangential/unrelated comments
-difficulty listening/miscommunication
-often ramble
84
What are the difficulties faced with motor and physical concerns with ADHD?
-motor coordination problems (clumsy, poor hand writing)
-20% of children have a tick disorder
-accident prone due to greater physical risk taking
-3x more likely to break a bone, traffic accidents, cuts, poisoning
85
ADHD is a significant risk for __ __ and __ __ behaviors
substance abuse
risky sexual
86
ADHD is comorbid with
ODD (50%)
conduct disorder (30-50%)
anxiety disorders (25%)
mood disorders (20-30%)
learning disability (25%)
87
Developmental Course of ADHD:
Infancy
-no valid and reliable methods to identify prior to age __
-problems with ___ reports
*a difficult ___ in infancy DOES NOT lead to ADHD*
- 3
- parental
- temperament
88
Developmental Course of ADHD:
Preschool
-Start to show characteristics: __, __, __, __
hyperactive
irritable
difficult temperament
difficult to work with
89
Developmental Course of ADHD:
Elementary School
-symptoms may not be ___ until child starts school
-___ behaviors/issues with __ __
-evident
-oppositional
-self care
90
Developmental Course of ADHD:
Adolescence
-up to __% of children have ADHD into their adolescent years
-a little more than __% will continue to have ADHD into their adult life
70%
50%
91
What are some broad term etiological factors of ADHD?
Genetic Influences
Pregnancy, Birth & Early Development Issues
Neurobiological Factors
92
What are some alternate hypotheses for ADHD behaviors?
Environmental Factors
Within-child Factors
93
Within the genetic influences of etiological factors of ADHD, there are __ components:
-children of parents with ADHD have a __% chance of also having it
-_/_ of biological relatives of children with ADHD also have it
-siblings have a __-__x more likely chance of also having ADHD (more likely with twins)
-strong report between ADHD and __ __ __ DRD4 (liked to personality trait of thrill seeking/impulsive behavior
-heritable
-50%
-1/3
-5-7x
-dopamine receptor gene
94
Within the pregnancy/birth/development of etiological factors of ADHD, there are factors that compromise __ __ development:
-__ __ during pregnancy
-low birth weight (__.__ lbs or less)
-___
-early __ trauma
-__ diseases
-nervous system development
-substance abuse
-5.5 lbs
-malnourishment
-neurological
-infancy
95
Within the neurological factors of etiological factors of ADHD, there are factors that compromise __ circuitry issues:
- issues within the __ __ and basal ganglia
-areas that are associated with __ and __ __, delayed response time
-prefrontostriatal
-prefrontal cortex
-attention and executive function
96
Under the alternative hypothesis for ADHD behaviors, environmental factors include:
-placement in curriculum
-psychological stressors
97
Under the alternative hypothesis for ADHD behaviors, within-child factors include:
-academic skill deficits
-other emotional or behavioral problems
98
What are some multimethod assessment strategies for ADHD?
-parent teacher interviews
-reviews of school records
-behavior rating scale
-observations of school behaviors
-functional assessment of behaviors
-academic performance data
99
what are some examples of discussion topics for parent interviews?
-current concerns about child
-history of concerns
-review of developmental domains (motor, sensory, language, intellectual, academic, social)
-review of family relationships
-review of parent management tactics
-review of family social circumstances
-developmental/medical history
-academic/educational history
-family psychiatric history
-prior evaluations and treatment
100
How to rule out ADHD vs Anxiety Disorders
-children with ADHD are not as concerned with perfectionism
-ADHD: exhibit little to no fear or anxiety
-anxiety: not concerned with the future
-ADHD: no difficulty with separating from parents
101
How to rule out ADHD vs Depression
-children with depression are not typically active
-children with ADHD have a lot of energy
-change in affect/mood/social patterns
-change in eating/sleeping patterns
-loss of interest/pleasure in most activities (depression)
102
ADHD vs ODD/CD
-CD: lack impulsive disinhibited behavior unlike children with ADHD
-ODD/CD: able to complete tasks required by others
-ODD/CD: tend to resist initiating response to demands
-ODD/CD: parents have difficulty managing behavior
103
How to rule out ADHD vs LD
-children with LD lack childhood history of hyperactivity
-must look at IQ and achievement scores together (should be relatively the same with ADHD)
-children with LD are not socially aggressive/disruptive
104
What are the most common interventions of children with ADHD?
-psychotropic medication
-home based contingency management (behavioral parent-training)
-school based contingency management interventions
-academic tutoring
-daily report card or school-home notes
105
psychotropic medications are effective for about __% of children with ADHD
80
106
home based contingency management for children with ADHD includes:
-talking to parents about rules/consequences at home and ensuring that consequences are consistent
107
school based contingency management for children with ADHD includes:
token economy
behavior chart
108
academic tutoring for children with ADHD assists with:
coexisting learning diabilities
109
daily report cards or school-home note management for children with ADHD assists with:
-keeping the parents on the same page as the teacher
-children will be reinforced at home for good behaviors at school or vise versa
110
What are some ADHD behavioral effects of stimulant drugs?
-increased attention and concentration
-decreased impulsivity
-decreased task-irrelevant activity level
-decreased aggressiveness
-increased compliance
-improved handwriting and fine motor skills
-improved peer relations
-possible enhancement of academic productivity
111
what are some ADHD stimulant drug side effects?
-insomnia and decreased appetite (50-60%)
-headaches and stomach aches (20-40%)
-prone to crying (10%)
-nervous mannerisms (10%)
-tics (<5%) and Tourette's (very rare)
-mild weight loss
-mild increase in heart rate and blood pressure
-certain medications effect liver functioning (needs monitoring through bloodwork)
112
Interventions for attention problems:
Contingency Contracts
-negotiation of agreement between __ and __
-must consider __ __ __ between __ and __ when making contract
-__ goals should be set
-student should have a say in deciding __
-behavior contract should be renegotiated on a __ __
-teacher and student
-length of time
-behavior
-reinforcement
-attainable
-rewards
-regular basis
113
Interventions for attention problems:
Home to School Communication
-home-based reinforcement of __ __
-communicating about __ __
-__ should be involved in this design
-school performance
-daily assignments
-student
114
Interventions for attention problems:
Response Cost (variation of token economy)
-student earns tokens based on __ __ and lose them for __ __
-rules should be __ to student
-critical for student to be involved
-positive behavior
-negative behavior
-taught
115
Interventions for attention problems:
Self Management
-students are trained to recognize __ __ associated with ratings from 0-5
-behaviors are __ while stating the rating associated with the __
-target behaviors
-behavior
116
ADHD Intervention Strategies during preschool years include:
-contingency management (positive reinforcement)
-school-home notes
117
ADHD Intervention Strategies during elementary school years include:
-modify classroom environment
-adjust academic expectations to match students skills
-contingency contracting
-self management
118
ADHD Intervention Strategies during secondary school years include:
-contingency contracts
-self management
-teach study and organizational skills
-home to school communication
119
What are the 4 stages of development for ODD/CD?
-stage 1: basic training
-stage 2: the social environment reacts
stage 3: deviant peers and polishing antisocial skills
stage 4: the career antisocial adult
120
What are key features of Stage 1: Basic Training for ODD?CD?
-takes place at home
-family members are primary trainers
-breakdown of parental effectiveness in disciplinary confrontations
-coercive exchanges between child and other family members
-aversive behaviors (whining, crying, yelling, hitting)
-difficult for parents to monitor children
-occurs dozens of times a day
121
What are key features of Stage 2: The Social Environment Reacts for ODD?CD?
-frequent, unpleasant exchanges at home make it difficult to teach social or academic skills
-explosive temper and refusal to accept negative feedback leads to peer rejection
-less likely to access activities and relationships that promote self-regulation, social skills, educational success
-parents reduce monitoring
122
What are key features of Stage 3: Deviant Peers and Polishing Antisocial Skills for ODD?CD?
-access to pro-social kids becomes unavailable
-child gravitates towards compatible kids
-child seeks out antisocial peers and environments
-school playground is a venue for antisocial behavior (little adult tracking)
123
What are key features of Stage 4: The Career Antisocial Adult for ODD?CD?
-marginal existence into adulthood; crises
-employment problems
-martial problems/increased risk of divorce
-alcohol and drug problems
-multiple arrests/incarceration
124
__ __ __ is characterized by an angry and irritable mood, argumentative or defiant behavior, or vindictiveness that lasts at least 6 months
oppositional defiant disorder
125
ODD typically appears in late __ and __ __ children
preschool and early aged
126
With ODD:
-children test the limits, dont accept __, evidence __ __
-more commonly diagnosed in __ than __
-occurs more frequently in __ __ families
-responsibility
-persistent stubbornness
-boys than girls
-low SES
127
ODD is comorbid with
ADHD (50-60%)
affective disorder (35%)
anxiety disorders (20%)
personality disorder (15%)
learning disability
128
ODD characteristics in school aged children include
-low self esteem
-labile mood (extreme mood swings)
-swearing
-use of elicit substances
129
ODD characteristics in girls include
-verbal aggression
-lying
-being uncooperative
130
Misc. ODD Facts
-symptoms first exhibit at __ and then move to other settings
-ODD onset is __
-ODD is more prevalent that __ __
-parents tend to justify behaviors to __/__ __
-home
-gradual
-conduct disorder
-demands/unreasonable circumstances
131
DSM-V Defining Factors for ODD:
-for at least __ months, shows pattern of angry/irritable mood, argumentative/defiant behavior, vindictiveness, with at least 4 of more of the following characteristics: __, __, __, __, __, __, __, __ ,__
-6 months
-often loses temper
-violent threats
-is often touch sensitive or easily annoyed
-often angry or resentful
-often argues with authority figures
-actively defies/refuses to comply with requests from authority figures/rules
-deliberately annoys others
-blames others for their mistakes
-has been spiteful or vindictive at least 2x in past 6 months
132
For ODD
for children younger than __ years old, a behavior should occur on most days for a period of 6 months
5
133
For ODD
For individuals _ years old and older, the behavior should occur at least once a week for at least 6 months
5
134
ODD Symptom Severities:
__: symptoms confined to one setting
__: some symptoms are present at least 2 settings
__: some symptoms are present in 3 or more settings
mild
moderate
severe
135
What are some risk behaviors of ODD?
-having a parent with a mood or substance disorder
-being abused/neglected
-harsh/inconsistent parenting
-lack of supervision
-poor relationship with parent(s)
-family instability
-family financial problems
-peer rejection
-exposure to violence
-frequent changes in daycare provider
136
What are the biological factors that cause ODD?
-parental history of ADHD, ODD, CD, and/or mood disorders
-parents with drinking/substance problem
-impairment in executive functioning
-moms who smoked during pregnancy
-exposure to toxins
-poor nutrition
137
What are the psychological factors that cause ODD?
-poor relationship with parent(s)
-being neglectful or an absent parent
-inability to for social relationships
138
What are the social factors that cause ODD?
-poverty
-chaotic environment
-abuse and/or neglect
-lack of supervision
-inconsistent discipline
-uninvolved parents
-family instability
139
What are some interventions/treatments that help with ODD/CD/IED?
-problem solving skill training
-having a plan
-1,2,3 magic
-precision requests
-deciding what behaviors to ignore/not showing emotion
-social skills training
-parent management training
140
__ __ is a repetitive and persistent pattern of behaviors in which the basic rights of others or major age-appropriate societal norma or rules are violated
conduct disorder
141
When discussing CD, what characteristics fall under the 'aggression to people or animals' category?
-children will bully, threaten, or intimidate others
-often initiate physical fights
-use weapons that may cause serious harm to others
-physically cruel to people and animals
-stolen while confronting a victim
-forced someone into sexual activity
142
When discussing CD, what characteristics fall under the 'destruction of property' category?
-engage in fire-setting with intention to cause damage
-deliberately destroy others property
143
When discussing CD, what characteristics fall under the 'deceitfulness or theft' category?
-broken into someone house/building/car
-often lie to obtain goods/favors or to avoid obligations
-make great con-artists
-stolen items of nontrivial value without confronting victim (shop-lifting)
-may forge signature
144
When discussing CD, what characteristics fall under the 'serious rule breaking' category?
-staying out all night despite parental objections beginning before age 13
-running away from home and staying our overnight at least twice while living with parents or once without returning for lengthy period of time
-being absent in school prior to age 13
145
Typical progression
- 0-4 years old: __/__ child
- 4-8 years old: __
- 8-12 years old: __
- 12-16 years old: __
-adult: __ __ __ OR __ __ __
-irritable/difficult
-ADHD
-ODD
-CD
-Antisocial Personality Disorder
-Borderline Personality Disorder
146
What are some characteristics of CD?
-little empathy
-aggressive, destructive, and deceitful behaviors
-high risk activities
-low school achievement
-low moral judgement
-lower self-esteem
-more irritable
-less accepted by peers
-poor abstract thinking
-high suicidal ideation
147
CD Subtypes
Childhood Onset:
-requires presence of at least __ symptom prior to age __
-progress from __ to __ to __
-poor parenting
-one
-10
-ADHD
-ODD
-CD
148
CD Subtypes
Adolescent Onset:
-symptoms develop at age __ or older
-__ behavior is often linked to associations with delinquent peers
10
problematic
149
CD Subtypes
__ Onset
-Criteria for DSM-V is met, but there isnt enough information to determine whether onset of 1st symptom was before age 10
unspecified
150
CD Severity Specifiers
__: DSM-V criteria are just met and problems are minor harm to others
__: # of problems and effect of others is in the middle
__: many CD problems OR problems cause significant harm to others
mild
moderate
severe
151
CD Life Course Persistent
-originates early
-poor __ and __ relations
-more __ crimes
-physical __ and __ behavior into adulthood
peer and teacher
violent
aggression and antisocial
152
CD Adolescent Limited
-emerges in __
-normal pre-delinquent development
-psychological discomfort during 'role-less years' on the __ __
-__ offenses in adolescence
-recovery can be made if "__" with criminal record, incarceration, addiction, school drop out
-puberty
-maturity gap
-snares
153
What are some CD risk factors on the individual level?
-difficult infant temperament
-low IQ
-slower language development
-executive attention control
-motivational inhibition
-negative emotional reactivity
-sensation seeking
-male
154
What are some CD risk factors on the microsystem level?
family factors
-large family -parental rejection -lack of supervision
-discipline is inconsistent -single/teen parents
-history of maternal abuse - frequent change in caregivers
peer factors
-peer rejection -associated with a delinquent peer group
155
What are some CD risk factors on the exosystem level?
-poor neighborhoods
-neighborhood exposure to violence
156
__ __ (developmental model) is defined as the ineffective parenting practices which results in school failure and peer rejection which results in depressed mood and commitment to deviant peer groups
Patterson's Stages
157
IED is comorbid with
depressive disorders
anxiety disorders
substance abuse disorders
ADHD, ODD, CD
158
__ __ __ is the recurrent behavioral outbursts where the severity of aggression is grossly out of proportion to the provocation of precipitating psychological stressor
Intermittent Explosive Disorder
159
IED diagnosis is limited to individuals who are at least __ years old
6
160
With IED
verbal or physical aggression toward property, animals, or people occurs at least __x a week for __ months
2x
3 months
