My Child Psychopathology Study Guide --- Final .docx

### **[Chapter]** **** 1. a. i. I highly doubt we need to know the specific names of these philosophers. b. ii. **Psychoanalytic Theory** 1. 2. iii. **Behaviorism** 3. 4. c. iv. Piaget and Vygotsky --- how children's brain develops...

### **[Chapter]** **** 1. a. i. I highly doubt we need to know the specific names of these philosophers. b. ii. **Psychoanalytic Theory** 1. 2. iii. **Behaviorism** 3. 4. c. iv. Piaget and Vygotsky --- how children's brain develops about their environment 5. 6. v. Bronfenbrenner --- the Ecological Systems Model 7. d. vi. Behavioral therapy is a prominent form of therapy e. vii. Individuals with disabilities education act (IDEA): 8. 9. 10. 2. f. viii. A psychological disorder is a pattern of behavioral, cognitive, emotional, or physical symptoms shown by *distress, disability, or increased risk for further suffering or harm.* g. ix. Must separate a child from disorder. x. The DSM states that the purpose of labels is to help describe and organize complex features of behavioral patterns. h. i. xi. j. xii. **Multifinality ---** various outcomes stem from similar beginnings xiii. **Equifinality ---** similar outcomes stem from different early experiences and developmental pathways. 11. 3. k. xiv. A variable that precedes a negative outcome of interest 12. l. xv. **Protective factor ---** a personal or situational variable that mitigates a child developing a disorder 13. a. 4. m. 5. n. xvi. Children from poor or disadvantaged backgrounds are more likely to be diagnosed with 14. 15. o. p. xvii. **Externalizing problems** --- more in boys in preschool and early elementary school, and rates converge by age 18 xviii. **Internalizing problems ---** similar rates in early childhood but higher rates among girls over time 16. q. r. s. xix. ACEs = chronic health problems, substance use challenges, and mental illness. t. u. xx. 20% of children with the most 6. v. w. x. y. z. ### **[Chapter 2:]** Theories and Causes 1. i. Etiology --- the study of the causes of childhood disorders ii. Epigenetics --- how behaviors and environment can cause changes that affect how genes work a. iii. **Atypical development** is *[multiply determined]* 1. iv. Children and environments are interdependence --- **transactional view** 2. v. Atypical development involves continuities and discontinuities 3. 4. b. vi. Atypical child behavior is best studied from a multi-theoretical perspective, and knowledge is increasing through research. 2. c. d. e. 3. f. 5. vii. **Neural plasticity and the role of experience** 6. a. i. ii. iii. iv. g. viii. That is precisely what it sounds like h. ix. Investigate possible connections between a genetic predisposition and observed behavior. i. x. Used to identify specific genes for childhood disorders to determine how mutations alter how genes function. 7. j. xi. The brain stem handles most autonomic functions to stay alive: 8. 9. 10. 11. k. xii. Linked to anxiety and mood disorders xiii. Endocrine glands produce hormones 12. 13. 14. 15. l. xiv. Make biochemical connections 4. m. xv. Emotions are: 16. 17. 18. 19. 20. n. xvi. **Emotion reactivity ---** individual differences in the threshold and intensity of emotional experiences 21. o. xvii. Temperament --- an organized style of behavior that appears early in development 22. xviii. Three primary dimensions 23. 24. 25. p. 5. q. xix. **Proximal and distal** r. s. t. 6. ### **[Chapter 4:]** Assessment, Diagnosis, and Treatment 1. a. i. [Idiographic case formulation] --- focus on obtaining a detailed understanding of the child or family as a unique entity ii. [Nomothetic formulation] --- general inferences that apply to large groups of individuals. b. iii. Sensitivity to developmental age rather than chronological c. d. e. iv. **Clinical description:** summary of thoughts, feelings, and behaviors that make up the psychological disorder 1. v. **Diagnosis** --- analyzing information and concluding the nature of the cause of the problem. vi. **Prognosis ---** formulation of predictions about future behavior vii. **Treatment planning and evaluation ---** apply assessment information to generate a treatment plan and to evaluate its effectiveness. 2. f. g. viii. Most are unstructured and may result in low reliability and biased information. ix. **Semi-structured interviews** are more reliable and include specific questions. h. x. Evaluates the child's thoughts, feelings, and behaviors in specific settings. i. xi. **ABCs** of behavior j. k. xii. The Child Behavior Checklist (CBCL) works for ages 6-18. l. m. n. xiii. Early intervention is critical. o. p. xiv. Ambiguous stimuli q. xv. MMPI and PIC-2 r. xvi. Attempt to link brain functioning with objective measures of behavior known to depend on an intact CNS. 3. s. xvii. A system that represents the major categories or dimensions of child psychopathology. xviii. Idiographic strategies highlight the unique situation of the child xix. Nomothetic strategies attempt to name or classify the concern into an existing diagnosis. t. xx. *Categorical classification* is based on the fact that every diagnosis has a clear underlying cause and differs from every other diagnosis. xxi. *Dimensional Classification* is that many independent dimensions exist, and all children have them to varying degrees u. v. xxii. IDD xxiii. ASD xxiv. Communication disorders xxv. Specific learning disorder xxvi. ADHD xxvii. Motor disorders w. x. xxviii. Failure to capture complex adaptations, transactions, and setting influences on the child. y. xxix. **Pros** 2. 3. xxx. **Cons** 4. 5. 4. z. xxxi. A broad concept directed at helping the child and family adapt more to their current and future circumstances. a. b. c. d. xxxii. More than 70% use an eclectic approach xxxiii. Psychodynamic treatment views child psychopathology as determined by an underlying unconscious and conscious conflict. e. xxxiv. Cognitive --- view abnormal behavior as the result of deficits in the child's thinking. Focus on faulty cognitions. xxxv. Cognitive-Behavioral- view as a result of fault thought patterns, learning, and environmental experiences. f. g. h. i. 5. 6. ### **[Chapter 5:]** Intellectual Developmental Disorders (IDD) 1. a. b. c. i. IQ is relatively stable over time, except when measuring in young infants. ii. Mental ability is modified by experience. iii. The Flynn Effect --- IQ scores have risen three points per decade. 2. d. iv. Deficits in intellectual functions confirmed by clinical assessment v. Deficits in adaptive functioning that fail to meet developmental and sociocultural standards vi. The onset of intellectual and adaptive deficits during the developmental period (before age 18) e. vii. **mild** 1. 2. viii. **Moderate** 3. 4. 5. ix. **Severe** 6. 7. x. **Profound** 8. 9. f. g. xi. **Developmental vs. difference controversy** 10. 11. xii. **Motivation** xiii. **Changes in abilities and language or social behavior** xiv. **Emotional and behavioral challenges** xv. **Other physical and health disabilities** h. xvi. **Types of causes** 12. 13. 14. xvii. **Two group approach and risk factors** 15. a. 16. b. 17. c. d. e. f. xviii. **Emotional and behavioral challenges** 18. 19. 20. xix. **Inheritance and the role of the environment** 21. 22. xx. **Genetic and constitutional factors** 23. 24. xxi. **Neurobiological influences** 25. 26. 27. xxii. **Social and psychological dimensions** 28. 29. i. xxiii. **Prenatal education and screening** xxiv. **Psychosocial treatments** xxv. **CBT and family-oriented strategies (FOS)** j. xxvi. IDD = limitations in intelligence and adaptive behavior xxvii. DSM criteria consist of deficits in intellectual functioning, deficits in adaptive functioning, and the onset of intellectual and adaptive deficits in the developmental period (before age 18). xxviii. Children with IDD show developmental stages in the same order as other children. xxix. The two-group approach emphasizes the important etiological differences between organic and cultural-familial causes of IDD. ### **[Chapter 6:]** ASD and Childhood-onset schizophrenia 1. a. i. A complex neurodevelopmental disorder with differences in social communication and social interaction. 2. b. ii. Persistent deficits in social communication and social interaction iii. Restricted, repetitive patterns of behavior, interests, or activities. iv. Symptoms present in the early developmental period. v. Symptoms cause clinically significant impairment in social, occupational, and other areas of functioning. c. vi. Three factors contribute to the spectrum 1. 2. 3. 3. d. vii. Preference to attend to one's activity viii. Reduced eye contact ix. Neutral facial expressions x. Parallel play and interaction e. xi. 30-40% do not develop language f. xii. High-frequency repetition xiii. Echolalia and preservative speech 4. g. xiv. IDD is common in ASD h. xv. Differences in processing social-emotional information i. xvi. Difficulty with executive functions and central coherence. j. xvii. Sleep difficulties, gastrointestinal symptoms, atypical physical appearance, and larger head size. k. xviii. 90% have co-occurring disorder 4. 5. l. m. xix. The period from 12 to 18 months seems to be the earliest point in development that ASD is detectable. 6. n. o. xx. 70%-90% concordance rates in identical twins. xxi. Environmental factors. 7. p. q. r. s. t. 8. u. xxii. Childhood, gradual onset, persists into adulthood and profoundly negatively impacts social and academic functioning. v. xxiii. **DSM criteria** 5. xxiv. **Positive and negative symptoms** 6. 7. xxv. **Cognitive symptoms** 8. w. xxvi. Very rare xxvii. 1 per 10,000 children. xxviii. COS has an earlier age of onset in boys by two to four years old. x. xxix. **Causes** 9. 10. 11. xxx. **Treatment** 9. ### **[Chapter 7:]** Communication and Learning Disorders 1. a. b. i. Language disorder, speech sound disorder, childhood-onset fluency disorder, and social communication disorder. 2. c. ii. Language has phonemes, which are basic sounds d. iii. Phonology --- the ability to learn phonemes and rules for combining sounds into words. iv. Phonological awareness --- recognizing the relationship between sounds and letters, detecting **rhyme and alliteration,** and awareness that sounds can be changed with syllables in words v. The ability to distinguish the sounds of language vi. Readers with deficits in phonological processing have difficulty 1. 2. 3. 4. 3. e. f. 5. 6. vii. **Prevalence and course** viii. **Causes** 7. 8. ix. **Areas of the brain involved** x. **Other causes** xi. **Treatment** g. 9. xii. **Causes and treatment** 10. 11. h. xiii. New addition to DSM-5-TR xiv. Difficulties in pragmatics involving expressive and receptive skills. 4. i. xv. Difficulties in academic skills j. xvi. The most common underlying feature is the inability to distinguish or separate sounds in spoken words. xvii. Difficulty in sight words. xviii. Errors in reversal xix. Dyslexia k. xx. Problems with eye/hand coordination = poor handwriting. l. xxi. Difficulties in number sense, memorization of arithmetic facts, accurate or fluent calculation 12. m. xxii. Gifted; overlooked because of high abilities. n. xxiii. SLDS are more common in males o. p. xxiv. Men --- perceive lower levels of social support xxv. Women --- more adjustment problems q. r. xxvi. **The inclusion movement** 13. 14. xxvii. **Response to intervention models** xxviii. **Instructional methods** xxix. **Behavioral Strategies and Cognitive Behavioral Interventions** xxx. **Computer-assisted learning** 5. ### **[Chapter 8:] ADHD** 1. a. b. c. 2. d. i. Inattention 1. ii. Hyperactivity-impulsivity e. f. g. h. iii. Predominantly inattentive presentation (ADHD-PI) --- inattentive to details, easily distracted, careless, not listening, unfocused, disorganized, unable to sustain effort, forgetful iv. Predominantly hyperactive-impulsive presentation (ADHD-HI) --- the rarest presentation and usually includes preschoolers. v. Combined presentation (ADHD-C) --- most often referred for treatment. 3. i. vi. Executive functions 2. 3. 4. 5. j. vii. Most ADHD have typical intelligence 6. k. viii. Positive illusory bias --- exaggerations of one's competence l. m. ix. Higher rates of enuresis, encopresis, and asthma. n. x. Family negativity, excessive parental control, sibling conflict, maternal depression. xi. Get into trouble when trying to be helpful, often disliked, unable to apply social understanding, and may not interact well online social communication. 4. o. xii. Half or more of children with ADHD have ODD p. xiii. 25-50% of ADHD have anxiety q. 5. r. xiv. More in boys because it may go underrecognized in girls. xv. DSM criteria suits boys more than girls. xvi. Girls who display impulsive hyperactivity are more likely to develop an eating disorder. s. xvii. More prevalent in lower SES t. xviii. Signs may be present at birth. 6. u. xix. Family, adoption, and twin studies have shown that ADHD is inherited. v. w. xx. Dopamine and norepinephrine x. xxi. Food additives xxii. The role of diet, allergy, and lead is in the research phase. y. 7. z. a. xxiii. Stimulants. b. xxiv. Over 3.5 million children take ADHD medication. c. d. e. xxv. Stimulant medication works better than behavioral treatment. f. 8. ### **Chapter 11:** Anxiety and OCD 1. - - - - - - 2. - - - 3. - - - - - - 4. a. b. c. d. e. f. g. 5. h. i. j. k. l. m. 6. n. o. 7. p. 8. q. i. Significant change in behavior related to the attack to avoid them ii. Age of onset: 15-19 years old. (95% are post-pubertal) 9. r. 10. s. t. 11. u. iii. Recurrent, time-consuming, and disturbing obsessions and compulsions. iv. Commonly comorbid with ADHD, ODD, and tics. v. More likely in boys or families with OCD history. 12. v. w. x. vi. Attention, memory, and speech or language. y. vii. Somatic complaints viii. Sleep-related problems. z. ix. See themselves as shy and withdrawn, with low self-esteem 13. a. 14. b. c. 15. d. e. 16. f. g. x. Child psychopathology reflects a mix of actual child behavior and the lens through which it is viewed by others in a child's culture. 17. h. xi. Behavioral inhibition --- a low threshold for novel and unexpected stimuli. i. xii. Parents of children with AD have increased rates of past AD xiii. Children of parents with AD are 5X more likely to have AD. 1. ### **Chapter 9:** Conduct Problems 1. a. i. Disruptive, rule-violating behavior 2. b. ii. Some may decrease with age; others increase iii. More common in boys c. d. iv. Externalizing dimension 1. 2. v. Overt-covert dimension vi. Destructive-nondestructive dimension 3. e. vii. The age-inappropriate recurrent pattern of stubborn, hostile, disobedient, and defiant behaviors 3. viii. Predicts social and interpersonal difficulties. f. ix. Repetitive, persistent pattern of severe aggression and antisocial acts. 4. 5. 6. 7. x. Childhood-onset CD → Symptom display before age 10 xi. Adolescent-onset CD → no symptoms before age 10. g. xii. Half of the children with CD had no ODD diagnosis. xiii. Most ODD does not turn into CD 8. h. xiv. A pervasive pattern of disregard and violation of the rights of others. 9. 10. xv. Children with CD 11. 12. 13. 4. i. xvi. Most children with conduct problems have average intelligence. xvii. Verbal deficits present in early development. xviii. Co-occurring ADHD may be a factor. xix. Underachievement, grade retention, special education, dropout suspension, and expulsion. xx. It may lead to anxiety in young adulthood or depression. j. xxi. Lack of family cohesion or emotional support xxii. Conflict and other issues. k. l. xxiii. Personal injuries are high-risk 5. m. xxiv. More than 50% of CD has ADHD 14. n. xxv. 50% have both xxvi. Anxiety may be a protective factor to inhibit aggression. 6. o. p. q. xxvii. Girls use indirect forms of relational aggression xxviii. Boys engage in rough and tumble pay, bullying, fighting,.... 7. r. xxix. Difficulty temperament in infancy xxx. Hyperactivity and impulsivity in preschool xxxi. Oppositional and aggressive behaviors in preschool xxxii. **Diversification ---** new forms of antisocial behavior over time xxxiii. Covert conduct issues begin in elementary school s. xxxiv. Life-course pathway (LCP) xxxv. Adolescent-limited pathway (AL) 8. t. u. xxxvi. Males --- criminal, work issues, substance abuse xxxvii. Women --- depression, suicide, and health issues 9. v. w. x. xxxviii. Low birth weight, malnutrition, lead poisoning, illicit drugs during pregnancy, maternal alcohol use. y. xxxix. Cognitive deficiencies z. xl. Reciprocal influence xli. Coercion theory --- parent-child interactions train the child for the development of AB xlii. Attachment theory --- the quality of children's attachment to parents will determine identification with behaviors. xliii. Family instability and stress xliv. Parental criminality and psychopathology a. xlv. Poor parenting, coercive and inconsistent discipline, social selection hypothesis 15. ### **Chapter 10:** Depressive and Bipolar Disorders 1. a. b. 2. c. i. Pervasive unhappy mood disorder ii. Depressed mood with disturbances in 1. iii. **Anaclitic depression ---** infants 2. iv. **Preschoolers ---** may appear somber and tearful 3. v. **School-aged children ---** plus irritability, disruptive behavior, and tantrums. vi. **Preadolescents and adolescents ---** self-blame, low self-esteem, persistent sadness, and social inhibition. d. vii. Major Depressive Disorder (MDD) viii. Persistent Depressive Disorder (P-DD) or dysthymia ix. Disruptive Mood Dysregulation Disorder (DMDD) 3. e. f. g. h. x. Boys = anger xi. Girls = sadness i. 4. j. xii. At least two somatic or cognitive symptoms. xiii. Poor emotion regulation. xiv. Both MDD and P-DD are more impairing. k. l. xv. Most recover 5. m. n. xvi. Frequent verbal or physical temper outbursts xvii. Chronic, persistent irritability or angry mood. o. 6. p. q. r. s. t. xviii. Negative body image → girls u. xix. Co-rumination → negative form of self-disclosure between peers focused on problems or emotions v. xx. Many think about it xxi. ⅓ do it xxii. Drug overdoes and wrist-cutting are common xxiii. Ages 13-14 are peak periods for suicide attempts. 7. w. xxiv. Parental separation or interruption. xxv. Insecure attachment x. xxvi. Learning and environment xxvii. Negative thinking 8. y. xxviii. Genetic risk influences 4. 5. 6. 9. z. a. xxix. Significant impairment in functioning b. xxx. Restlessness, agitation, sleeplessness xxxi. Pressured speech, flight of ideas, and racing thoughts xxxii. Sexual disinhibition, surges of energy, grandiose beliefs xxxiii. Three subtypes 7. 8. 9. c. xxxiv. Volatile and erratic changes in mood xxxv. Psychomotor agitationon xxxvi. Mental excitation xxxvii. Irritability, belligerence, manic0depreesive features. xxxviii. BPII and cyclothymia are more likely than BP1 xxxix. Poor long-term prognosis. d. xl. Most heritable mental disorder 10. 11. 12. 13. xli. No cure. ### **Chapter 13:** Health-Related and Substance-Use Disorder 1. a. b. c. d. e. f. g. i. Abnormalities in the body's ability to regulate sleep-wake disorders and the timing of sleep ii. **Dyssomnias →** disorders of initiating or maintaining sleep iii. **Parasomnias →** disorders in which behavioral or physiological events intrude on ongoing sleep. 2. h. i. j. iv. Disruptions to the sleep process v. Common in childhood 3. k. vi. Unusual behaviors while sleeping vii. Nightmares, sleep terrors, sleepwalking. 4. l. viii. Involuntary discharge of urine during the day or night 1. 2. 3. m. ix. Passing feces in inappropriate places 4. 5. 5. n. o. p. q. 6. r. 7. s. t. u. 8. v. x. Illness parameters --- severity, prognosis, functional status xi. Personal Characteristics 6. xii. Family adaptation 9. w. x. xiii. Marijuana has increased. y. z. xiv. Personality and developmental 7. 8. 9. ### **Chapter 14:** Feeding and Eating Disorders 1. a. i. At age 9, girls are more anxious about losing weight ii. The drive for thinness is a motivational variable that underlies dieting and body image. iii. Early eating habits, attitudes, and behaviors 1. b. iv. Anorexia and bulimis occur in adolescence v. Social messages of thinness vi. Many young people diet, and only some develop ED c. vii. Metabolic rate 2. 3. 4. 5. 2. d. e. f. g. h. viii. Leptin deficiencies 3. i. ix. Avoidance or restriction of food intake, leading to significant weight loss or nutritional deficiency 6. 7. 8. 9. a. b. 10. j. x. Ingesting inedible, nonnutritive substances for at least one month 11. 12. 13. xi. Causes 14. 15. 4. k. xii. Refusal to maintain minimally typical body weight, intense fear of gaining weight, and significant disturbance in perception and experience of body size. 16. 17. l. xiii. More common than anorexia xiv. Purging or non-purging xv. Severe medical consequences. xvi. Often above average weight. 5. m. n. 6. o. 7. 8. p. q. **Mash Questions** ------------------ 1. a. 2. b. 3. c. 4. d. 5. e. 6. f. 7. g. 8. h. 9. i. 10. j. 11. k. 12. l. 13. m. 14. n. 15. o. 16. p. 17. q.