W4 assessment of children, young people and families Flashcards
(19 cards)
The phenomonological variant ecological systems theory
Phenomonology - how someone understands what is happening in their life
Variant - the difference from person to person
Ecological - sociocultural impacts on your life
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Net vulnerability level
Risk and protective factors
- history of prior experiences and coping outcomes
Net stress engagement
Challenges and supports
- actual experience that challenges individual’s wellbeing
Reactive coping methods
Adaptive and maladaptive
- employed to resolve dissonance-producing situations
Emergent identities
Positive and negative
- coping strategies are repeated, become stable, and combine with self-appraisal to form identity
Life-stage, specific coping outcomes
Productive and non-productive
- identity affects future behaviour and outcomes (self-esteem, achievement, health, etc)
The biopsychosocial approach
Bio - biological
Psycho - psychological
Social - family background, social influences
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Physical assessments
- medical history (birth, breastfeeding, nutrition, disability, developmental milestones)
- current health status (history of illness, eating habits, medications)
- drug history
Psychological assessment
History from clients and parents
- interpersonal relationships
- ability to play
- fears
- lack of control in behaviour
- isolated
- lack of discipline
- issues with school
Social assessment
- school history
- accommodation
- family attachments
- spiritual and cultural attachments
Multidisciplinary approach
- play assessment
- art assessment
- cognitive assessment
- educational assessment
Disorders in children - mental health promotion
Prevention
- universal
- selective
- indicated
Treatment
- case identification
- early treatment
- standard treatment
Continuing care
- treatment to reduce relapse and recurrence
- aftercare (including rehabilitation)
Promotion
Promotion strategies are any action taken aimed at promoting positive mental health and maximising wellbeing among populations
Ex
efforts to enhance individuals’ ability to achieve developmentally appropriate tasks (developmental competence) and a positive sense of self-esteem, mastery, wellbeing and social inclusion to strengthen their ability to cope with adversity
Prevention
aim to maintain positive mental health through pre-emptively addressing factors which may lead to mental health problems or illnesses
ex
increasing protective factors, decreasing risk factors or both, as long as the ultimate goal is to maintain or enhance mental health and wellbeing
Early intervention
the identification of early manifestations of mental health problems or illnesses and the subsequent delivery of a prompt response aimed at preventing progression and reducing impact
Identification - infancy 0-2
- identification of high risk families
- history of child safety issues, parental mental health problems, substance abuse, mental disability, single young parents
- access to in-home services, coordination of health services, regular visiting schedules
- programs are recommend to continue during this developmental period
Early childhood 2-5 identification
- family support
- parenting programs
- consider day care centres and family day care
- impact of workplace policies
- introduce universal screening programs
School aged 5-12 identification
- School based initiatives, self-esteem, life-skills, resilience building
- Teacher training to identify student issues
- Promoting a positive and safe environment
Adolescents 12-18 identification
- role modelling and mentoring
- collaborative working between health professionals
- adolescent health specific services
- community awareness and advocacy, including increased presence of community organisations specifically focused on reducing stigma and promoting help seeking in young people
- parent education
- whole school approaches
- education and training for GPs in relation to their engagement with young people
