Developmental Psychology Midterm Reviewer PDF

**RPM MIDTERM REVIEWER** **DRILL 1- DEVELOPMENTAL PSYCHOLOGY** **Principles of Human Development** 1. Development is life long 2. Development is multidimentional 3. Development is muld=tidirectional 4. Relative influences of biology and culture shift over the life span 5. Development inv...

**RPM MIDTERM REVIEWER** **DRILL 1- DEVELOPMENTAL PSYCHOLOGY** **Principles of Human Development** 1. Development is life long 2. Development is multidimentional 3. Development is muld=tidirectional 4. Relative influences of biology and culture shift over the life span 5. Development involves changing resource allocations 6. Development shows plasticity 7. Development is influenced by the historical and cultural context. **Nature -** inborn traits or characteristics inherited from the biological parents **vs. Nurture** **-** nonhereditary, or experiential, influences on development. **Continuity** **-** Quantitative Changes \- Change in amount **vs. Discontinuity** **- Qualitative Changes** \- Changes in characteristics, kind or type **Context of Development** \- **Socioeconomic Status (SES)-** Combination of economic and social factors describing an individual or family, including income, education, and occupation. \- **Culture** - A society\'s or group\'s total way of life, including customs, traditions, beliefs, values, language, and phys 6-7/30 products-all learned behavior, passed on from parents. children. THE TIMING of DEVELOPMENT **Normative age- graded influences**- Include physical, cognitive, and psychosocial changes at predictable ages. **Normative History- graded Influences**- Historical events that affect large numbers of individuals at about the same time. Historical generation **Nonnormative life events**- An unusual event that happens to a particular person or a typical event that happens at an unusual time of life. **The Context of Development Social Clock** - a set of age norms defining a sequence of life experiences that is considered normal in a given culture and that all individuals in that culture are expected to follow. 15. Philosopher John Locke characterized the mond of a child as [Blank Slate.] **Jean-Jacques Rousseau- s**eek out experiences that help us grow (a. innately good) **Augustine of Hippo**- selfishness; seek spiritual rebirth (b. corrupted by original sin) **Theoretical Perspectives** - **Psychoanalytic** - **Learning/Behaviorism** - **Cognitive** - **Contextual** - **Evolutionary** **The Three Provinces of Mind** 1. **ID- Pleasure principle**; has no contact with reality 2. **EGO- Reality principle;**the sole region in contact with the external world. 3. **SUPERGO- Morality Principle;**No contact with the outside world; Unrealistic demands Screen Shot 2024-11-15 at 9.15.00 PM  **Theory of Cognitive Development** **Assimilation** is the process by which we incorporate new information into existing schemas. In **accommodation**, new information or experiences cause you to modify your existing schemas. Screen Shot 2024-11-15 at 9.17.12 PM **Information Processing Approach** **Violation-of-expectations** - Research method in which dishabituation to a stimulus that conflicts with experience is taken as evidence that an infant recognizes the new. stimulus as surprising. Object permanence may develop earlier. **Vygotsky\'s Sociocultural Theory** Adults must help kids in the learning process. This guidance is most effective in helping children cross the zone of proximal development (ZPD), the gap between what they are already able to do by themselves and what they can accomplish with assistance. **Scaffolding Temporary** support to help a child master a task. **Urie Bronfenbrenner: Bioecological Theory** **FIVE LEVELS of ENVIRONMENTAL INFLUENCE** 1. **Microsystem**-home, work, neighborhood. 2. **Mesosystem**-interaction of microsystems. 3. **Exosystem**-interaction between a microsystem and an outside system. 4. **Macrosystem**-cultural patterns, ideologies, political systems. 5. **Chronosystem**-dimension of time **Evolutionary Perspective Proposed by E. O. Wilson (1975)** Some organisms, because of their particular characteristics, will survive and hence reproduce at higher rates than others. Their particular traits will be passed on to their descendants in higher proportions. **Determination of Sex** - 22 pairs of chromosomes (autosomes) → contain most of the genetic information. - 23rd pair sex chromosomes determine the sex. - XX-female - XY-male - Y chromosome signals the male embryo\'s body to begin secreting hormones called **androgens development of male genitalia**. **Stages of Prenatal Development** 1. **Germinal Stage** - Fertilization to two weeks. - The zygote (fertilized egg) divides rapidly. - Day 5 the ceils become a hollow, fluid-filled ball callec **blastocyst**. - Day 6 or 7-the blastocyst comes into contact with the uterine wall **(implantation)**. 2. **Embryonic Stage** - 2 to 8 weeks. - **Amnion** consists of a sac containing a clear fluid in which the developing embryo floats. - **Placenta** a specialized organ that allows substances to be transferred from mother to embryo and vice versa.. - **Umbilical cord** an organ that connects the embryo to the placenta. - **Organogenesis** 3. **Fetal Stage** - 8 weeks to birth. - Weeks 13-16-Fetuses respond to the mother\'s voice and the vibrations of her body. - Week 22-viability, the ability to live outside the womb.  Screen Shot 2024-11-15 at 9.29.31 PM **Preterm and Low Birth Weight Infants** **Low birth weight infants**-An infant that weighs less than 2.5 kg at birth. **Preterm infants-** before the completion of 37 weeks of gestation. \- learning disability, attention deficit hyperactivity disorder, autism spectrum disorders, or breathing problems such as asthma. **Small for date infants/small for gestational age** - Infants whose birth weight is less than that of 90 percent of babies of the same gestational age, as a result of slow fetal growth.  38. Rita shows better control over her eating habits at 2.5 years than her brother Richard, showed at the same age. Why? C. Girls have better fine motor skills. **Gross Motor Skilis** involve the large muscles. **Fine motor skills** involve the small muscles and eye hand coordination. **Substages of Sensorimotor Stage** 1. **Primary circular reactions** - infants repeat pleasurable behaviors that first occur by chance. 2. **Secondary circular reactions** - infants repeat actions that bring interesting results and prolong interesting experiences. 3. **Tertiary circular reactions-** experimentation; vary actions to see results; trial and error. Tertiary circular reaction Action gets one pleasing result, leading baby to perforar simler ections to get similar results;trial and error. **DRILL 2- INDUSTRIAL AND ORG. PSYCH** **Organization --** collectivities of parts that cannot accomplish their goals effectively ifthey operated separately ▪ a tool people use to coordinate their actions to obtain something they desire or value to achieve a goal ▪ social entity, made up of people that agree on, and work towards goals ▪ org creates value, or else the "die" ▪ How do org create value? Environment (Customers, Suppliers) \> Input(Raw Materials, IT, HR) \> Process (Machines, Computers, KSAOs) \> Output(Products, Services) **Organizational Theory** -- set of propositions that explains or predicts how group and individuals behave in varying organizational structures and Circumstances **Classical Organizational Theory** -- organizations exists for economic reasons and to accomplish productivity goals - The basic ingredient of any organization and then addresses how organizations should best structured to accomplish its objectives ✓ System of differentiated activities -- activities that are linked to each other ✓ People -- perform tasks and exercise authority ✓ Cooperation toward a goal -- unity of purpose in pursuit oftheir common goals ✓ Authority -- ensures cooperation among people pursuing their goals **Functional Principle** -- concept behind division of labor,thatis, organizations should be divided into units that perform similarfunctions into areas of specialization **Scalar Principle** -- deals with the organization's vertical growth and refers to the chain of command that grows with levels added to the organization ▪ Each subordinate should be accountable to only one superior(unity of command) **Line/Staff Principle** **Line Functions:** have primary responsibilities for meeting the major goals ofthe organization, like the production department **Staff Function:** supportthe line's activities but are regarded as subsidiary in overall importance to line functions **Span-Of-Control Principle** -- refers to the number of subordinates a manageris responsible for supervising **Large Span-of-Control** -produce flat organizations, whilst, smaller Span-of-Control produce taller organizations. **Scientific Management** by Frederick Taylor ▪ The organization is a machine, a pragmatic machine whose focus is to simply run more effectively. **Bureaucracy** by Max Weber ▪ Described the structure, organization, and operation of many efficient organization ▪ ideal form of organization ▪ includes formal hierarchy, division of labor, and a clear set of operating procedures **Characteristics of a Bureaucratic Organization** - Specialization of labor - Well-defined Authority Hierarchy - Formal Rules and Procedures - Impersonality -- behavior is based on logical reasoning rather than emotionalthinking - Employment decisions based on merit - Emphasis on written records **Principles of Scientific Approach** 1. Structure--hierarchy,top-down, and uses legitimate power 2. Specialization -- functional basis, separated according to specialization 3. Predictability and Stability -- there must be rules and regulations 4. Rationality -- equaltreatment, no bias/subjective in selection 5. Democracy -- ability to vote **Administrative Management** by Henri Fayol ▪ Aims to improve organizational productivity by focusing on methods that managers can use to synchronize internal processes. **Structural Theory** o Harry Mintzberg proposed how organizations evolve to reach a certain form and shape (structure) which permits the organization to function in its surroundings o The structure of an organization is an adaptive mechanism that permits the organization to function in its surroundings. **Seven Basic Parts of an Organization** 1. **Operating Core** -- responsible for conducting basic work duties that give the organization its defining purpose;transform raw goods into a sellable products 2. **Strategic Apex** -- responsible forthe overall success of the entire organization; associated with executive leadership 3. **Middle Line** -- ensures that overall goals set by strategic apex are being carried out by the operating core 4. **Technostructure** -- possess specific technical expertise thatfacilitates overall operation of the organization; accounting, HR, IT, law departments 5. **Support Staff** -- aid the basic mission of the organization and typically includes the mailroom, security, and janitorial services. 6. **Ideology** -- belief system that compels commitment to a particular value; organizations should have singularly devoted to a particular mission, and all its actions are in pursuitifthat mission; employees behave in accordance with their sincere conviction in the ideology ofthe organization, and can perform their work relatively independent of each other 7. **Politics** -- side effect of ideology, causes divisiveness and conflict;the basis is the use of power that is neitherformally authorized or widely accepted in the organization **Neoclassical Theory** o **Neoclassical Theory** -- recognizes the Importance of individual or group behavior and emphasized human relations o also known as Behavioral Theory of Organization, Human Relations, or New Classical Theory of Management **Elton Mayo's Hawthorne Experiment** ▪ Conducted in Western Electric Company Hawthorne, Chicago ▪ Study ifthe workers would be more productive depending on the levels of illumination in the factory ▪ Increased productivity when lighting conditions improved ▪ Workers motivation increased due to interest shown by the company in them and their well-being. Chester Barnard's **Comprehensive Theory of Behavior in Formal Organizations** ▪ People in executive roles mustfoster a sense of purpose, moral codes, ethical visions, and create formal and informal communication systems ▪ People should cooperate,thus making no place for conflicts among workers. **Humanistic Theory** -- organizational success in terms of employee motivation and the interpersonal relationships that emerge within the organization ▪ **Theory X and Theory Y (McGregor)** -- managers' beliefs and assumptions about their employees determine how they behave towards those employees ▪ **Self-Fulfilling Prophecy** -- employees, over time, learn to act and believe in ways consistent with how managers think they act and believe. **Motivation** -- the internal force that drives a worker to action as well as the external factors that encourage that action **DRILL 3- ABNORMAL PSYCH** **Psychological Disorder - 5 Ds** 1. **Danger** - if behavior poses a threat to self and others 2. **Dysfunction**-breakdown in cognitive, emotional, behavioral functioning (impairment) 3. **Deviation**-behavior goes against the social norm 4. **Distress**-unpleasant feelings felt by the person (subjective) 5. **Duration** **Psychopathology**-scientific study of psychological disorders **Clinical Description of Psychological Disorders** **Prevalence**- how many people in the population have the disorder **Incidence**- how many new cases occur during a given period **Course**- pattern of disorder \- chronic-lifetime episodicmay come and go (eg, mood disorders) \- acute onset-begins unexpectedly \- insidious onset-gradually develops **Prognosis** - anticipated course of disorder 3.Which of the following is the contribution made by Paracelcus in the historical development of mental illnesses? C. He suggested that the movements of the moon and stars impact people\'s psychological functioning. **Historical Development of Psychological Disorders** **TheSupernatural Tradition Paracelsus**-gravitational effects of the moon on bodily fluids might be a possible cause of mental disorders 2. The Biological Tradition **Hippocrates**-psychological disorders could be treated like any other disease **Galen** adopted the ideas of Hippocrates and his associates (humora 2/16 disorders) **Louis Pasteu**r-germ theory of disease, identified the specific bacterial microogranism that caused syphilis **John P. Grey**-causes of insanity were always physical **Manfred Sakel-**developed insullin shock therapy **Benjamin Frankdin**-mild and modest electric shock to the head produced a c brief convulsion and memory loss (amnesia) **Joseph von Meduna**-observed that schizophrenia was rarely found in individuals with epilepsy **Ugo Cerletti & Lucio Bini**-treated a depressed patient by sending six small shocks directly thru his brain **Emil Kraepelin**-diagnosis and classification of psychological disorders 3. **The Psychological Tradition** **Philippe Pinel** together with Jean-Baptiste Pussin, initiated humane and positive psychological interventions **William Tuke & Benjamin Rush** followed the leads of Phillippe Pinel **Dorothea Dix**-campaigned for reform in the treatment of insanity 4. People who receive a diagnosis under the disruptive, impulse-control, and conduct disorders are most likely associated with which humors based on the humoral theory of disorder? A. Blood B. Black bile C. Phlegm D. Yellow bile 5. Which of the following reasons is least likely included as factors that led for the decline of humane treatment of the mentally ill? A. Dorothea Dix\'s mental hygiene movement. B. The discovery that mental illness was caused by brain pathology and, therefore, was incurable. C. The increase in the number of patients who suffered from psychological problems after the civil war. D. The influx of huge number of immigrants to US 6. Which of the following would not justify the diagnosis of ADHD in a 10-year-old client who was reported for his impulsivity and non-compliance to school tasks instead of Oppositional Defiant Disorder and/or Intermittent Explosive Disorder? A. IED is rare among children. B. IED does not include impulsive behaviors unlike ADHD. C. Children with ODD resist school works because of resistance to follow others\' demands. D. The child\'s defiance to school tasks may be a secondary oppositional attitude as a result of difficulty sustaining mental effort. looking for the false statement, does not support the ADHD diagnosis **Neuro-Developmental Disorders** 1. Intellectual Developmental Disorder - deficits in intellectual and adaptive functioning - specifiers: mild, moderate, severe, profound (conceptual, practical, and social domain) - causes: genetic and chromosomal influences \- Phenylketonuria (PKU)-inabity to break down phenylalanine in diet. \- Lesch-Nyhan Syndrome characterized by ID, signs of cerebral palsy and self- injurious behavior \- Down Syndrome presence of extra 21st chromosome \- Fragile X Syndrome - abnormality of X chromosome - treatment: skills training (task analysis), communications training (augmentative communication strategies) 2. Communication Disorders 3. Autism Spectrum Disorder 4. Specific Leaming Disorder 5. Motor Disorders. 6. Tic Disorders 7. Nikko was diagnosed with Specific Learning Disorder. Which is false about Nikko? A. His academic achievement is significantly below than what is expected for his age. B. He has an IQ that is significantly below than what is expected for his age. C. His academic achievement is significantly below than what is expected given his educational background. D. His condition can be referred to as \"unexpected underachievement\". **Specific Learning Disorder** - discrepancy between IQ and academic achievement - \"unexpected underachievement\" 8. Upon evaluation, Cameron, age 12, has an IQ of 65. Which additional feature should you consider in making a diagnosis of IDD? A. If he has difficulty with communication, self-care, social, and interpersonal skills. B. If he struggles in problem solving, abstract reasoning and judgment, as well as in planning. C. Both A and B D. Having an IQ that is below 70 is enough criterion to diagnose IDD 9. Johnny, a 4-year-old boy, fails to meet expected developmental milestones in several areas of intellectual functioning but has no significant personal distress noted. What is the most appropriate diagnosis? A. Intellectual Disorder B. Autism Spectrum Disorder C. Global Developmental Delay D. No diagnosis Global Developmetal Delay - under 5 years old, when clinical severity level cannot be reliably assessed during early childhood - failure to meet expected developmental milestones in several areas of intellectual functioning - for those who are unable to undergo systematic assessments of intellectual functioning **Communication Disorders** 1. **Language Disorder** - difficulties in the acquisition and use of language due to deficits in comprehension or production of \- vocabulary \- grammar \- sentence structure - discourse (expressive and receptive ability) abilities below that expected for age and significantly interfering with performance in socialization - not attributable to sensory impairment, motor dysfunction, or IDD 2. **Speech Sound Disorder** - difficulties with phonological knowledge of speech sounds or the ability to coordinate movements for speech in varying degrees - deficits are not the result of a physical structural, neurological, or hearing impairment 3. **Childhood-Onset Fluency Disorder** (stuttering) - disturbance in the normal fluency and time patterning of speech that is inappropriate for the individual\'s age - causes anxiety about speaking or limitations in effective communication, social participation, or academic or occupational performance - not attributable to a speech-motor or sensory deficit, dysfluency associated with neurological insult, or another medical condition 4. **Social (Pragmatic) Communication Disorder** - characterized by a primary difficulty with pragmatics - deficits result in functional limitations in effective communication, social participation, social relationships, academic achievement, or occupational performance - deficits are not better explained by low abilities in the domains of structural language or cognitive ability or by autism spectrum disorder 5. **Autism Specturm Disorder** - persistent impairment in reciprocal social communication and social interaction - restricted, repetitive patterns of behavior, interests, activities - causes clinically significant impairment - not better explained by IDD or global developmental delay - causes : \- biological contributions \- psychosocial influences. \- genetic influences \- neurobiological influences \- failed parenting - Specifiers: \- requiring: very substantial support, substantial support, support \- with or without accompanying intellectual impairment, accompanying language impairment \- associated with a known genetic or other medical condition or environmental factor, a neurodevelopmental or behavioral problem \- with catatonia 6. **Attention-Deficit/Hyperactivity Disorders** - persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with. functioning or development - symptoms present prior to age 12 years - symptoms present in two or more settings - symptoms interfere with or reduce the quality of social, academic, or occupational functioning - symptoms do not occur exclusively during the course of schizophrenia or another psychotic disorder - Specifiers: -combined presentation, predominantly inattentive presentation, predominantly hyperactive/impulsive presentation -in partial remission -mild, moderate, severe - Causes: \- genetics, maternal smoking, brain damage. - treatment - psychosociall and biological interventions 7. **Specific Learning Disorder** - discrepancy with academic achievement and what would be expected for their age. cognitive ability, and educational background - persisted for at least 6 months - not caused by a sensory difficulty and should not be the result of poor or absent instruction - Specifier: \- with impairment in reading, written expression, mathematics - Causes: -genetic, neurobiological and environmental factors - Treatment -educational intervention. **Motor Disorders** 1. **Developmental Coordination Disorder** - corrdinated motor skills is below than expected given the age and opportunity for skill learning and use - motor skills deficit interferes with activities of daily living appropriate to age - not better explained by IDD or visual impairment, not attributable to a neurological condition affecting movement 2. Stereotypic Movement Disorder - repetitive, driven, and purposeless motor behavior - not attributable to physiological effects of substance, or neurodevelopmental disorder - Specifiers: \- with self-injurious behavior, without self-injurious behavior \- associated with a known genetic or other medical condition, neurodevelopmental disorder, or environmental factor \- mild, moderate, severe 3. **Tic Disorders** - tic-sudden, rapid, recurrent, nonrhythmic motor movement or vocalization A. **Tourette\'s Disorder** - both multiple motor and one or more vocal tics - more than 1 year - onset before 18 years B. **Persistent (Chronic) Motor or Vocal Tic Disorder** - single or multiple motor or vocal tics - more than 1 year - onset before 18 years - Specifier: with motor tics only, with vocal tics only C. **Provisional Tic Disorder** - single or multiple motor and/or vocal tics - less than one year - onset before 18 years - echopraxia, copropraxia, palilalia, echolalia, coprolalia 10. In Schizophrenia, this includes the signs that indicate the absence or insufficiency of normal behaviors. A. Positive symptoms B. Negative symptoms C. Disorganized behaviors D. Avolition Key **Features that Define the Psychotic Disorders** - delusions (persecutory, referential, jealous, grandiose, erotomanic, nihilistic, somatic, bizzare) - hallucinations (auditory most common type) - disorganized thinking (speech) - grossly disorganized or abnormal motor behavior (catatonia, negativism, mutism and stupor, catatonic excitement) - negative symptoms (diminised emotional expression and avolition) 1. **Delusional Disorder** - one or more delusions with a duration of 1 month or longer - functioning is not markedly impaired - type \- persecutory \- jealous \- grandiose \- erotomanic \- somatic \- mixed-type \- unspecified type \- with bizzare content - Specifier: \- First/multiple episodes \- currently in: acute episode: partial remission; full remission 2. **Brief Psychotic Disorder** - 1 or more of the positive psychotic symptoms - at least 1 day but less than 1 month - Specifier: \- with or without marked stressors \- with peripartum onset \- with catatonia 3. **Schizophreniform Disorder** - 2 or more of the psychotic symptoms - at least 1 month but less than 6 months - Specifier: \- with or without good prognostic features \- with catatonia 4. **Schizophrenia.** - 2 more of the psychotic symptoms - at least 6 months \- 1 month of positive symptoms and may include periods of prodromal or residuall - level of functioning is markedly below the level achieved prior to the onset symptoms - Specifier: \- first/multiple episodes \- currently inc actue episode, partial remission; full remission 5. **Schizoaffective Disorder** - uninterrupted period of illness during which there is a major mood episode concurrent with criterion A of schizophrenia - symptoms that meet the criteria for a major mood episode are present for the majority of the total duration of the active and residual portions of the illness - delusions or hallucinations for 2 or more weeks in the absence of a major mood episode - Specifier: \- bipolar type: depressive type \- first/multiple episodes \- currently in acute episode, partial remission, full remission \- with catatonia 11. Studies show that Broca\'s area is the part of the brain that is most active during hallucination. This would suggest that: A. People who are hallucinating believe that what they\'re experiencing are the products of their own thoughts. B. People who are hallucinating are listening to the voices of others who are non-existent. C. People who are hallucinating are listening to their own thoughts. D. None of the above 12. 2 weeks ago, Shelly was observed by her colleagues to be feeling down and seems to have no interest to anything, opposite to her current energetic states wherein she was able to recruit 20 employees in their company which is 5 times than her daily average recruit. Shelly\'s most probable diagnosis would be what? A. Manic episode B. Hypomanic episode C. Bipolar I D. **Bipolar II** **Bipolar and Related Disorders** **Diagnostic Features** 1. **major depressive episode** - extremely depressed mood state that lasts at least 2 weeks - cognitive symptoms and disturbed physical functions - accompanied by loss of interest in things and inability to experience any pleasure. 2. **mania** - persistently increased goal-directed activity or energy - elevated, expansive, or irritable mood that lasts at least 1 week 3. **hypomania** - persistently increased goal-directed activity or energy - elevated, expansive, or irritable mood that lasts at least 4 days - Specifiers: \- with anxious distress \- with mixed features. \- with melancholic features \- with atypical features \- with mood-congruent psychotic features \- with catatonia \- with peripartum onset \- with seasonal pattern (reccurent episode only) \- with rapid-cycling 1. **Bipolar I Disorder** - presence of manic episode and may have been preceded by and may be followed by hypomanic or major depressive episodes - mood disturbance is sufficiently severe to cause marked impairment in social or occupational functioning or to necessitate hopspitalization 2. **Bipolar II Disorder** - at least 1 hypomanic episode and 1 major depressive episiodes - symptoms persist for at least 4 days - distrbance in mood and the change infunctioning are observable by others - not severe enough to cause marked impairment in social or occupational functioning to necessitate hospitalization - there has never been a manic episode 3. **Cyclothymic Disorder** - chronic, fluctuating mood disturbance involving numerous periods of hypomanic symptoms and periods of depressive symptoms - persist for at least 2 years 13. Which of the following statements is false? A. Those who experience either mania or depression are suffering from unipolar mood disorder. B. Alternating episodes between depression and mania refers to bipolar mood disorder since mood episodes travel from one pole\" to another. C. Hypomania is less severe than mania. D. Unipolar mania is rare compared to depression but is more frequent among adolescents. mood episodes do not \"travel from one pole to another 14. Which specifier is unique to Bipolar Related Disorders? A. **With rapid cycling** B. With mixed features C. With catatonia D. With mood-incongruent features 15. Sue experiences a depressive episode. At the same time, she tends to believe that she is the top student of a well-known university and that she beat all other students there even though she just dropped her subjects this semester. What is the probable diagnosis of Sue? A. Major Depressive Disorder, with psychotic features B. Schizoaffective Disorder C. Delusional Disorder D. Bipolar 1 mood-incongruent psychotic feature - delusion is inconsistent with mood **Depressive Disorders** 1. **Disruptive Mood Dysregulation Disorder** - chronic severe, persistent irritability - 2 manifestations \- frequent temper outbursts (3 or more times per week) \- persistently irritable or angry mood - symptoms present for 12 or more months, in at least 2 or 3 settings. - diagnosis should not be made for the first time before age 6 years after 18 years - onset is before 10 years - full criteria for manic or hypomanic episode has never been met 2. **Major Depressive Disorder** - presence of at least one major depressive episode occurring in the absence of a history of manic or hypomanic episode - lasts at least 2 weeks, there is either depressed mood or the loss of interest or pleasure \- at least 4 additional symptoms during the 2-week period \- symptoms must occur nearly every day for 2 consecutive weeks (except suicidal ideations: must be recurrent; and suicide attempts: at least once only) - significant distress in social, occupationalm, or other important areas of functioning - Specifiers: \- with anxious distress \- with mixed features \- with melancholic features \- with atypical features \- with mood-congruent psychotic features \- with mood-incongruent psychotic features \- with catatonia \- with peripartum onset \- with seasonal pattern (reccurent episode only) 3. **Persistent Depressive Disorder** - depressed mood that occurs for most of the day, for at least 2 years, or at least 1 year for children and adolescents - symptoms are always present for more than 2 months - never been a manic or hypomanic episode - Specifiers: \- with anxious distress, with atypical features \- in partial remission; in full remissions. \- early onset: before age 21 years, late onset: 21 years or older 4. **Premenstrual Dysphoric Disorder** - expression of mood lability, irritability, dysphoria, and anxiety symptoms - occur repeatedly during the premestrual phase of the cycle and remit around the onset of menses or shortly thereafter - symptoms must have occurred in most of the menstrual cycles during the past year and must have an adverse effect on work or social functioning - disturbance is not merely an exacerbation of the symptoms of another disorder 16. Who among the following does not show an atypical feature of a depressive episode? A. **Darla, who has insomnia.** 17. Eli, B, was brought to clinic for cases of physical aggression at school and at home. The mother also claims that Eli is easily triggered and seems to be hostile almost all the time. These symptoms started when he was 7. Which diagnosis is most likely given to Eli? A. Conduct Disorder B. Disruptive Mood Dysregulation Disorder C. Oppositional Defiant Disorder D. Intermittent Explosive Disorder 18. \_\_\_\_\_are more common in specific phobias while\_\_\_\_\_are more important in panic disorder. A. Uncued panic attack; Cued panic attack B. Both uncued panic attack C. Both cued panic attack D. Expected panic attack; Unexpected panic attack 1. - excessive fear or anxiety conceming separation from home or attachment figures - at least 3 of the symptoms criteria lasting at least 4 weeks in children and adolescents and 6 months or more in adults - causes clinically significant distress or impairment 2. - consistent failure to speak in specific social situations in which there is an expectation for speaking despite speaking in other situations - disturbance interferes with educational or occupational achievement or with sociall communication - at least 1 month (not limited to the first month of school - not attributable to a lack of knowledge of spoken language required in the social situation 3. - fear or anxiety is cicumscribed to the presence of a particular situation or object (phobic stimullus) - phobic object or situation almost always provokes immediate fear or anxiety \- actively avoided or endured with intense fear or anxiety \- out of proportion to the actual danger posed by the object or situation - symptoms last for at least 6 months - Specifier: \- animal \- blood-injection-injury \- situational \- other 4. - marked or intense fear or anxiety of social situations in which the individual may be scrutinized by others - individual fears that they will be negatively evaluated - social situations almost always provoke fear or anxiety \- avoided or endured \- out of proportion to the actual threat - symptoms last for at least 6 months - Specifier: Performance only 5. - Specifiers \- palpitations \- sweating \- trembling or shaking. \- sensations of shortness of breath or smothering \- feelings of choking chest pain or discomfort \- nausea or abdominal distress \- feeling dizzy, unsteady, light-headed, or faint \- chills or heat sensations \- paresthesias \- derealization or depersonalization \- fear of losing control or \"going crazy \- fear of dying 6. - reccurent unexpected panic attack \- abrupt surge of intense fear or discomfort \- reaches peak within minutes \- 4 or more of the physical and cognitive symptoms occur - at least one of the attacks has been folowed by 1 month of one or both \- persistent concern or worry about additional panic attacks or their consequences \- significant maladaptive change in behavior related to the attacks 7. - marked fear or anxiety about 2 or more of the following \- using public transportation \- being in open spaces being in enclosed spaces \- standing in line or being in a crowd \- being outside of the home alone - individual fears or avoids these situations because of thoughts that escape might be difficult or help might not be available - require the presence of a companion - symptoms last for at least 6 months 8. - excessive anxiety and worry about a number of events or activities - individual finds it difficult to control the worry - associated with 3 or more of the symptoms criteria: \- restlessness \- being easily fatigued \- difficulty cocnentrating or mind going blank \- irritability \- muscle tension \- sleep disturbance - symptoms are present for at least 6 months