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PAI > Week 4: Assessment of Children > Flashcards

Week 4: Assessment of Children Flashcards

1
Q

What can you use to define ‘normal’?

A
  • what’s normal for a child
  • what the friends are like
  • what parents expect
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2
Q

Define psychological disorders

A

Patterns of behavioural, cognitive, or physical symptoms that are associated with one or more of distress, disability, and increased risk for further suffering or harm

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3
Q

List things you need to consider when assessing normality in children

A
  • labelling: is it beneficial?
  • individual strengths
  • developmental pathways and sensitive periods
  • risk and protective factors
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4
Q

How many children have a mental health problem?

A

1 in 5

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5
Q

How many children require but don’t receive mental health services?

A

75%

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6
Q

Why may a child not receive the help they need?

A
  • families responsible for creating environments
  • difficulty of noticing when a child is going through things
  • they may not be intelligent in articulating their emotions
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7
Q

By 2020…

A

The demand for child mental health services is expected to double

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8
Q

List the three factors that may be contributing to uneven mental health problems in the population

A
  • disadvantage
  • gender
  • ethnicity
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9
Q

How many children will have substantial difficulties throughout life?

A

20%

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10
Q

What individual characteristics are found in well functioning people?

A
  • good intellectual functioning
  • appealing, sociable, easygoing
  • self efficacy, confidence, high self esteem
  • talents
  • faith
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11
Q

What family characteristics are behind a well functioning person?

A
  • close relationship to caring parent
  • authoritative parenting, warmth, structure, high expectations
  • socioeconomic advantages
  • connections to extended supportive family networks
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12
Q

What school and functioning characteristics are behind a well functioning person?

A
  • adults outside the family who take an interest in promoting the child’s welfare
  • connections to social organisations
  • attendance at effective schools
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13
Q

What developmental considerations are involved in the clinical process?

A
  • active, dynamic process of continual change and transformation
  • sensitive periods/missed developmental periods
  • development is organised and hierarchical
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14
Q

What biological perspectives should be considered in the clinical process?

A
  • importance of brain development
  • neural plasticity and role of experience
  • genetic contributions
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15
Q

Parietal lobes

A

Integrate auditory, visual, and tactile signals; immature until age 16

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16
Q

Frontal lobes

A

Self control, judgement, emotional regulation; restructured in teen years

17
Q

Corpus callosum

A

Intelligence, consciousness, and self awareness; reaches full maturity in 20’s

18
Q

Temporal lobes

A

Emotional maturity, still developing after 16

19
Q

List some psychological perspectives of childhood issues

A
  • emotional influences and reactivity
  • parent-child interaction
  • behavioural and cognitive influences (modelling, attachment)
  • family, social and cultural influences
  • personality
20
Q

Describe the ecological framework based on Bronfenbrenner

A

The person is surrounded by relationships, behaviour settings, and community contexts and all of these impact them

21
Q

The ecological framework is

A
  • empirically based
  • family centred
  • assessment driven
  • addresses social interactions
  • addresses motivation to change
  • addresses issues of health maintenance
22
Q

What is meant by empirically based

A
  • empirically supported
  • integrative frameworks
  • research on developmental psychopathology
23
Q

What is meant by family centred

A
  • engagement of caregivers to lead the change process

- proactive approach to engage caregivers through community settings

24
Q

What is meant by assessment driven

A
  • comprehensive, objective and psychological assessment of children, families, and other relevant environments
  • unstructured interviews and direct observations
  • use of clinical judgement
25
Q

What is meant by addressing social interactions

A
  • focus on family and peer interactions

- interventions to improve mental health must assess and motivate change in these interactions

26
Q

What is meant by addressing motivation to change

A
  • need to keep them engaged

- need to identify a change technology e.g. behaviour management

27
Q

What is meant by addresses issues of health maintenance

A

Periodic assessments and interventions are necessary to prevent, treat, or reduce harm associated with mental health issues

28
Q

How does child assessment and intervention differ from adults

A
  • acknowledgement of developmental variation
  • acknowledgement of child and mental health issues in family, peer and sibling relationships
  • children referred by their parents
29
Q

In assessment:

A
  • gather information
  • assess the parents
  • ongoing hypothesis testing
  • developmental considerations
  • cultural information
  • normative information
30
Q

What should our ongoing hypotheses assess?

A

The child’s emotional, behavioural and cognitive function; the role of environmental factors; and the nature, cause and likely outcome of the problem

31
Q

What cultural stuff should be considered in assessment?

A
  • ethnic minority youth are often misdiagnosed due to less understanding about cultural norms, language barriers, etc
32
Q

Why do we need cultural information

A
  • establish relationship with child and family
  • motivate family members to change
  • obtain valid information
  • arrive at accurate diagnosis
  • develop meaningful treatment recommendations
33
Q

What kind of normative information needs to be considered

A
  • knowledge about normal development
  • isolated symptoms not typically related to their adjustment
  • age appropriateness and patterns of symptoms
  • where is the norm for the child (not based on parents expectations)
34
Q

What are the purposes of clinical assessment?

A
  • helps understand the child’s thoughts, feelings and behaviours as they occur
  • evaluates a child’s strengths and weaknesses across many domains

PAI (11 decks)

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