Abnormal Psychology: Childhood disorders – Flashcards

- Integrative disorders, (no more distinct disorders) - Disruptive Disorder - Impulse Control - Conduct Disorder - Neurodevelopment Disorders Autism Spectrum

- Children are developing and changing rapidly - children may not communicate directly - often rely on parent report - must consider family context

- view abnormal behavior within the context of normal development

- create difficulties for external world, failure to conform to rules or expectations of others - Types: Conduct, Oppositional, ADHD

- Biological: temperament, Genetics, Neuropsychological abnormalities, food additives and sugar - Social: Parenting styles, influences of media and peers - Psychological: Self Control, moral reasoning

- affect the child's internal world - Anxiety - Depression

- New Mood Disorder in DSM 5 - Childhood Disorder (ages 6-18) - Severe recurrent temper outbursts (3 times a week for at least a year) - Persistent irritable, angry mood between outburst - an alternative to diagnosing children with bipolar disorder

- persistent pattern of inattention or hyperactivity that interferes with functioning - must see symptoms for at least 6 months and a degradation of social academic/occupational activities - symptoms present before age 12, present in two or more settings - symptoms cannot occur during course of any other psychotic disorder -Medication: Stimulant Drugs, Ritalin and Adderal

- persistent pattern of behavior in which basic rights of others or major societal norms are violated - must meet 3 of 15 criteria in these areas: - aggression to people or animals - destruction of property - deceitfulness or theft - serious violations of rules

- Empathy Building: discrimination another's emotional state, assume the perspective and role of another, respond emotionally to another - anger management: attend to internal state, practice adaptive self statement, practice competiing response thing through nonviolent solutions, reward self for nonviolent solutions

- feel extreme anxiety, often panic, whenever they are separated from home or parent - temper tantrums, cry, or plead to keep their parents from leaving - fear that they will get lost or that parents will get sick or get into accident

- depression in young children - can be caused by negative life events: losses, major changes, rejection, or on-going abuse - headaches, stomach pain, irritability, and disinterest in toys and games

- repeated involuntary or in some cases intentionally wetting bed or wetting one's clothes (5years old) - may be triggered by stressful events: hospitalization, entrance into school, or family problems (physical or psychological abuse)

- repeated involuntary defecating into one's clothing - can be caused by stress, biological factors like constipation, improper toilet training or combination of these factors - have history of constipation

- Includes both Autism and Asperger's Disorders - symptoms include: - lack of responsiveness (low empathy, lack of interest in other people, low empathy) - Echolalia: language and communication problems (pronoun difficulty) repeat what other person is saying - limited imaginative or abstract play - restrictive, repetitive, and stereotyped patterns of behavior interests or activities - must be present in early developmental period

- Level 1: requires support - Level 2: requiring substantial support -Level 3 requiring very substantial support - with or without accompanying intellectual impairment

- caused by parents who created an unfavorable climate for development and contributed to child's disorder - However, rigid, cold, rejecting or disturbed parents have not been proven to cause autism

- the prevalence for autistic among their siblings is much higher than the general populations - identical twins: 60 % prevalence

- awareness that other people base their behaviors on their own beliefs, intentions, and other mental states, not on the information they have no way of knowing Example: Sally and Ann play with a marble, Sally puts into box 1 and Ann leaves, but then Sally moves marble into box 2 Ann comes back and is asked where is the marble - Kids with developmental problems would say Box 2

- Method: Long term study with autistic children, 2 groups= treated vs non treated - Findings: behavioral group did much better in school and scored higher on intelligence tests, able to go to regular school classrooms and gains continued through teenage years - Implications: behavioral programs are preferred treatment for autistic disorder

- Deficits in intellectual functioning - must be confirmed by clinical assessment and individualized in stargazed testing - deficits in adaptive functioning - onset during developmental period (before 18) - levels: mild moderate, severe, profound

- Chromosomal abnormality: Down Syndrome - genetic: Fragile X Syndrome, PKU, Prenatal factors: fetal alcohol syndrome - Cultural-family factors - Mainstreaming