HDFS 3000 Exam 2

Asthma

A chronic respiratory disease in which the airways become inflamed.

Symptoms of asthma

-Coughing

-Wheezing

-Chest tightness

-Shortness of breath

-Fatigue

--> many processes have already been happening internally and have already affected the person's lung function

Common Tiggers of asthma

-Exercise

-Allergies

-Pollen

-Bugs in the home (cockroaches + dust mites)

-Chemical fumes

-Cold air

-Fungus spores

-Smoke

-Strong odors

-Pollution

-Anger

-Stress

-Pets

Mental health

Refers to our emotional, psychological, and social well-being.

-influences how we think, behave, interact, and respond to stress and life events

-exists on a continuum and can change over time and in response to our circumstances

-stress and hardship are normal parts of life

-people may respond by adapting, preserving, and growing or may experience signif. distress and difficulty functioning

T/F: There is a bi-driectional effect between mental and physical health.

TRUE

**Mental Health as a Concern (3 Components) (ON EXAN)

-Functional Impairment (thoughts, emotions, or behaviors interfere with ordinary life)

-Significant Distress (the individual experiences substantial emotional or psychological suffering that is difficult to manage or disrupts their sense of well-being)

-Persistence / Severity (Difficulties are intense, frequent, or continue for a prolonged period rather than reflecting a temporary or expected response to stress)

One must exhibit ALL 3 for a MH diagnosis.

TRUE

*Biopsychosocial Model and MH

Biological

-MH and physical health are closely connected

-Genetic vulnerabilities can also lead to the development of mental health disorders

Psychological

-Nearly ½ of adults in the US are expected to live through a mental health disorder at some point in their lives

-Underscores pervasiveness and psychological impact on well-being

Social

-MH can have direct and indirect impacts on interpersonal relationships

-Bidirectional impact on interpersonal relationships can positively or negatively impact mental health and vice versa

Mental Health Stigma

Refers to the negative attitudes, beliefs, and behaviors directed at people because they have a mental health condition.

-Social stigma is what society at large directs at people with mental illness (ex. stereotypes like assuming someone with schizophrenia is dangerous or depression is just a lack of willpower)

MH Stigma Impacts

-Delayed or avoided treatment

-Worse MH and/or health outcomes

-Isolation and damages relationships

-Eroded self-esteem and identity

-Suicide

**Misinformation (ON EXAM)

False or inaccurate information shared WITHOUT an intent to deceive.

Examples:

-73% of 133 informational TikToks on autism = inaccurate or overgeneralized

-52% of 100 TikToks about ADHD = misleading

-33% of 940 mental health TikToks = misleading

Disinformation

False or misleading information DELIBERATELY created.

**Categories of Misinformation (ON EXAM)

1. Reductionistic / Oversimplified (MOST COMMON)

2. False or Inflated Authority

3. Misleading / Decontextualized

4. Symptom-Checklist Misinformation

5. Diagnostic / Pathologizing

6. Mixed Accuracy / Truth-Embedded Misinformation

7. Anecdotal-as-Evidence

Reductionistic / Oversimplified (MOST COMMON)

Reduces a complex mental health condition, behavior, or treatment to a single cause, symptom, or explanation.

Ex. Depression is just a chemical imbalance

False or Inflated Authority

Relied on credentials, professional-sounding language, or perceived expertise that exceed the person's actual qualifications or the evidence.

Ex. A wellness influencer giving diagnostic advice because they are a "trauma expert"

Misleading / Decontextualized

Uses technically accurate information in a way that creates a false impression because important context is omitted.

Ex. Posting that "50% of people improve with treatment" without explaining the population, treatment, comparison group, or study limitations

Symptom-Checklist Misinformation

Uses vague or common experiences as simplified criteria or self-diagnosis, often without discussing severity, duration, impairment, or differential diagnosis.

Ex. "Five signs you definitely have ADHD"

Diagnostic / Pathologizing

Presents ordinary emotions, personality differences, or relationship difficulties as evidence of psychiatric/psychological disorder.

Exs. "If you replay a conversation in your head you have anxiety," "if you are easily distracted and procrastinate, you have ADHD," "if you like things organized and get upset when they are out of place, you have OCD," etc.

Mixed Accuracy / Truth-Embedded Misinformation

Places false, exaggerated, or misleading claims alongside accurate information, making the inaccurate claim seem more credible.

Exs.

-Childhood adversity is associated with later mental health problems. Early experiences can shape development. If you had a diffic. childhood, you'll have MH problems as an adult.

-Therapy can reduce symptoms of depression and anxiety. Different therapies work for different people. If therapy does not work w/in a few sessions, it prob. will not work for you.

Anecdotal-as-Evidence

Treats one person's experience or testimonies as evidence that something is generally true.

Exs.

-"I healed my trauma by cutting toxic people out of my life, sometimes healing really is that simple."

-"I stopped taking my medication and finally felt like myself again. Psychiatric medications just numb you."

-"I realized my ex was a narcissist after watching these videos. If your partner does these three things, they're probably a narcissist too."

-"I started waking up at 5 a.m. and my depression disappeared. Your routine is probably the real problem."

**Who might be most affected by mental health misinformation, and why? (ON EXAM)

-Individuals with health anxiety

-Anyone in the developmental stage- trying to find a place

-Those in an actual mental health crisis!!!! VULNERABILITY

-A person who may be seeking an answer for a mental health struggle may find themself upon false information, falsely diagnosing themselves

**Anxiety + Depression- Seeing Whole Picture (ON EXAM)

-Visible Moment (Facial expression, body language, etc. reveal only a moment)

-Pattern Over Time (Intensity, recurrence, intrusiveness, and disruption in daily functioning distinguish a passing experience from a clinical concern)

-Surrounding Context (Culture, life stage, stress, relationships, envrion., resources, + access to care shape how distress is expressed, understood, recogn., + addressed

T/F: Mental health becomes clearer when a visible moment is understood through pattern and context.

Mental health becomes clearer when a visible moment is understood through pattern and context.

Takeaways from the readings on MH

-Mental Health is common, consequential, and contextual

-Pattern and function distinguish emotion from disorder

-Disorders develop + persist through interacting processes

-Responses extend from promotion to recovery

**Mental Health is Common, Early-Appearing, and Consequential

-Common and Early-Appearing: Nearly 1 in 5 US adults experience mental illness**; ½ of chronic mental illness begins by age 14, and ¾ begins by age 24

-Shaped by Life Stage: safety + autonomy in Childhood vs. identity + belonging in Adolescence vs. work, parenting, finances in Adulthood vs. health changes + loss in Later Life

-Consequences Reach Many Life Domains: MH difficulties can affect physical health, disability, education, work, relationships, and social participation. Their effects extend BEYOND the individual into families, communities, health care, and economic systems**

T/F: ⭐ Statistics establish the scale of mental health concerns; they DO NOT explain the complete picture ⭐

TRUE

Context Shapes What Becomes Visible, Counted, and Treated

-Expressed (Environ/social factors influence how distress is felt, communicated, and displayed)

-Recognized (Stigma, shame, knowledge, and bias influence whether distress is named as a mental-health concern)

-Counted (Prevalence data reflect disclosure, asses., diagnosis, + service contact); what is not identified or formally recognized may remain outside the statistics

-Treated (Income, insurance, geography, and cultural/trust influence whether care is reached + sustained)

If context is so essential to understanding mental health, what shapes how we interpret context?

Our own experiences + friends, family, environment, etc.

Pattern and Function Distinguish Emotions From Disorders** (ON EXAM)

Ordinary Emotional Systems (fear, anxiety/anticipation, mood) Vs. Patterns:

-Excess/Extremity: respons. is disprop./reaches an extreme)

-Persistence: doesn't resolve, returns, remains for sign. time

-Intrusiveness: diffic. to control / begins to dominate attent.

-Impairment: disrupts thinking, environ., relat., daily funct.

T/F: Anxiety, Depression, and Bipolar Disorders have distinct presentations.

TRUE

Anxiety Disorders** (ON EXAM)

Focus- fear or worry centers on threat, uncertainty, panic, separation, or multiple areas of life

Presentation- persistent worry or fear may appear w/ tension, restlessness, physical arousal, and avoidance

Function- attention narrows around danger, and ordinary activities may become harder to continue

Depressive Disorders** (ON EXAM)

Experience- depression may involve sadness, hopelessness, guilt, emotional numbness, or loss of interest

Presentation- sleep, apatite, energy, concentration, movement, and decision-making can change

Function- withdrawal and reduced functioning may occur; some people also experience thoughts of death

Bipolar Disorders

Mood Patterns- bipolar disorders involve depressive episodes + manic episodes, so disturbance can occur at both extremes of mood

Manic Presentation- mania may include elevated mood very high energy, little sleep, rapid-speech, shifting ideas, and intense goal-directed activity

Risk- impulsivity and high-risk behavior can become dang., + severe manic episodes may incl. psychotic symptoms

You must have a depressive state AND a manic state- both MUST impact your daily life functioning

Often goes unrecognized

**T/F: For Bipolar Disorders, you must have a depressive state AND a manic state- both MUST impact your daily life functioning (ON EXAM).

True!! Esp. for college students + creative artists (Hollywood), b/c the mania stage may look like partying, drinking, creative pieces, etc. which could also just be normal college behavior or skill at craft

-Ex. Robin Williams and his peak performances

T/F: Disorders develop through interacting vulnerabilities, stressors, and responses

TRUE

-Biological Susceptibility (raise risk; doesn't deter. outcome)

-Stress and Experience (the same experience does not produce the same outcome for everyone)

-Interpretation and Learning (learned assoc., observed responses, + early exper. can shape expectations of threat, control, and coping)

-Behavior and Relationships (support can buffer distress; isolation and loss of support can intensify it)

T/F: There is no single linear cause for for MH issues.

TRUE

-Multiple influences work together

T/F: Thoughts, behaviors, stress, and sleep can sustain or trigger symptoms.

-Worry and Perceived Control

-Avoidance and Relief

-Depressive Beliefs + Withdrawal (interpr., connect. expect.)

-Bipolar Disorder, Stress, + Sleep (mood pattern)

**Mental Health Support

1. Promotion

2. Prevention

3. Treatment

4. Recovery

→ Across the continuum- the target population, immediate purpose, + form of support changes (based on level + pattern of need)

Promotion

Build environments that strengthen protective factors, well-being, and social functioning for entire environment (ex. parks, gardens, schools)

Prevention

Reduce risk and intervene earlier as the target population becomes more specific (universal, selective/elevated risk, or indicated/early signs of symptoms)

-Ex. Prenatal parenting classes, mentoring, small-group support for early behavioral concerns

Treatment

Reduce symptoms and improve functioning; psychotherapy, medication, or both are matched to the condition, severity, and person (for people w/ sign. or established symptoms)

-Ex. CBT, exposure therapy, mindfulness, medication

Recovery

Maintain stability and reduce relapse risk; continue helpful care and routines, recognize triggers, and preserve social support (people after symptoms improve)

-Ex. Continued care, social support, exercise/meditation, relapse planning

**T/F: The continuum is not four versions of treatment- it moves from shaping environments, to reducing risk, to treating symptoms, to sustaining recovery.

TRUE

--> When talking about concept of MH, it encompasses all of these to ensure well-being!!!!***

OCD

Obsessions + Compulsions

Obsessions- Recurrent and persistent thoughts, urges, or images that are experienced as intrusive and unwanted

Compulsions- Repetitive behaviors / mental acts an individual FEELS DRIVEN to perform IN RESPONSE to an obsession or according to rules that must be applied rigidly

DSM Diagnostic Criteria for OCD

a. Presence of obsessions, compulsions, or both

b. Time-consuming or cause clinically significant distress/impairment

c. Symptoms are not attributable to the physiological effects of a substance or another medical condition

d. The disturbance is not better explained by the symptoms of another mental disorder

**What's the difference in Types of Thoughts? (ON EXAM)

-Intrusive thought: Unwanted, involuntary thought/image that pops into your mind (ex. imagining yourself swerving into a median; sudden thoughts about harming a child)

-Impulsive thought: Sudden thoughts focused on a certain desired action, interest, or behavior (ex. "I should chop all my hair off;" "I'm gonna quit my job right now!")

-Ordinary thought: Common, everyday, background noise that passes through our brain (ex. "This cake is delicious")

OCD Prevalence and Comorbidities

-OCD affects approximately 1-3% of the US population

(more common than realized, still highly under-diagnosed)

-Typical onset often occurs in childhood

-Diagnosis takes 10-17 years after onset due to common misconceptions about OCD by healthcare professionals

-Co-Ocurring MH conditions = likely/normal, not exception (ex. depression, ED, substance use, PTSD, ADHD, ASD, etc.)

Many OCD comorbidities may occur ______ or _____ the onset of OCD.

before, after

-For example, PTSD being a pipeline to OCD; substance abuse as a result of compulsions

OCD Reinforcement Cycle

Intrusive thought or trigger (sudden spike in distress or anxiety) →

Compulsion or avoidance (behavior / mental act to reduce discomfort) →

Temporary relief (short-term reduction in anxiety reinforces the behavior) →

Long-term strengthening of OCD (brain learns the obsession was "dangerous," making future intrusions more frequent and intense) →

**Barriers to OCD Treatment and Wellbeing (Be able to generally recall)

1. Stigma and Misunderstanding (social media + other media)

-Ex. "I'm so OCD;" "My OCD keeps my closet organized!"

2. Misdiagnosis and Delayed Diagnosis

3. Limited Access to Specialized Care

- When access is available, it is $!!!

- MH professionals don't always understand what OCD looks like themselves

5. OCD Treatment is Not Easy to Go Through

6. Intersectional Barriers (race, gender)

7. Everyday Life Burden (lit. energy left to seek/sustain treat.)

T/F: Shame is often a CENTRAL FEATURE of OCD, not just a reaction to it.

TRUE (ego-dystonic nature)

**T/F: OCD is ego-dystonic.

TRUE; when the symptom presentation (intrusive thoughts, urges, or mental images generated) goes against one's personality, values, and sense of self. ("Not me")

-Ex. A loving parent suddenly having a flash of wanting to cause harm

People under-diagnosed with OCD _______ realize it is ego-dystonic.

don't

--> Since OCD is ego-dystonic, it actually makes the person less likely to realize they have OCD. Instead of recognizing a MH condition, they believe they're secretly a broken, dangerous, or evil person

*Shame in one's OCD leads to...

secrecy and underreporting of experiences, DELAYING diagnosis + treatment

-"Many people with OCD aren't afraid of the thought itself, they're afraid of what the thought says about who they are"

→ The more a person believes their thoughts define them, the more power OCD gains (be able to recognize this is occurring**)

*Misdiagnoses for (or misdiagnosed as) OCD

-Generalized Anxiety Disorder: obsessions misread as excessive worry

----Rational (GAD) vs. Irrational (OCD)

---→ Ex. Repeat. hears bf is flirting with other girls, so you worry abt. cheating vs. no presenting reason/cause, but you need cont. reassurance

-PTSD: intrusive thoughts mistaken for trauma memories

-Personality Disorders (especially OCDP, BPD): rigidity or emotions; intensity mistaken for character pathology

-Psychosis/Delusional Disorder: ego-dystonic thoughts confused with intent, loss of reality testing, poor or absent insight, high conviction in intrusive thoughts, and bizarre or taboo content)

*T/F: OCD can often impact relational systems (couples, family, parent-child, etc.) and vice versa.

TRUE

-If someone living with OCD feels the need to perform compulsions, OCD might bring in other members of a relational system

-Accommodation or "giving in" to compulsive needs

-Reassurance seeking

Ex. Fear the oven isn't actually off, asks partner to take go take a picture of it to confirm it is turned off

→ Though less common than individual therapy- relational therapy for OCD is the way!!!!!

Cancer

A collection of diseases in which abnormal cells divide uncontrollably

1. Normal cells divide and die in regulated ways

2. Cancer cells continue growing and diving

3. Benign tumors do not spread (spreading vs. growing)

4. Malignant tumors can invade surrounding tissue and spread (spread)

5. Metastasis: Cancer spreading from its og. site to another part of the body

Types of Cancer

-Different cancers start in different areas of the body

-Experiences with each type of cancer is unique to the individual

Ex. breast cancer and surgery vs. testicular cancer and removal

**T/F: Risk does not equal certainty, but as you increase your risk, you increase your likelihood.

-Age, Obesity, Environment, Nutrition and diet, Immune functioning, Lifestyle, Genes, and SEX!!!!

!!!! Females, especially/specifically ages 20-39, have a higher risk of cancer than men (thyroid and breast cancer)**

-Most cancers arise from a combination of these factors, not from one single cause

Cancer Stages

Stages describe how far cancer has travelled from where it began.

1. Stage 0: Abnormal cells are present but have not spread- carcinoma in situ (in its original place); the earliest possible stage completely contained and 100% non-invasive

2. Stage I: Cancer is present and still localized, but has begun to move

3. Stage II: Early locally advanced cancer- a larger localized tumor that is now invading nearby tissue

4. Stage III: Late locally advanced cancer- the invasion of surrounding tissue is considerably more serious

5. Stage IV: Cancer has metastasized to distant parts of the body

Prognosis

An estimate of how the disease may progress.

Remission

Signs and symptoms have been reduced or eliminated, although cancer may remain.

*Why do clinicians not use the word "cured?"

-Oncologists almost always prefer remission or No Evidence of Disease (NED) over the word "cured"

-Traditionally "cured" can imply that the possibility of cancer returning is virtually gone- that is a common reason oncologists resist the term**

*How is Cancer Treated?

Treatment depends on cancer type, stage, and location; and treatments are often combines.

-Surgery: removes cancerous tissue

-Chemotherapy: medic. that kills cancer cells + slows growth

-Radiation: damages cancer-cell DNA to kill the cells

**The Critical Point: Treating cancer can create physical and psychological demands of its own

**T/F: Cancer can affect how people feel, think, see themselves, and experience control over their lives.

TRUE

-Gratitude, hope, + acceptance can also coexist w/ distress

-Cancer affects emotional well-being, but there is no single "correct" emotional response to cancer**

-----Important to understand the stigma surrounding "the fight" and the pressures to face cancer in a certain way

**T/F: Cancer happens to an individual, but families often have to reorg. around the illness.

TRUE

-When one person's capacity changes, the family's roles and responsibilities may change with it**

Social Determinants of Health

The conditions surrounding people's lives that shape their opportunities to achieve health

**Health Decision Making Model (Vignette Question):

1. Prevention & Risk (ex. quit smoking, reduce alcohol, prenatal screening) →

2. Screening (ex. mammograms and go for screenings) →

3. Diagnosis (ex. undergo additional testings, biopsies) →

4. Treatment: Choosing among the options provided

(ex. radiation, chemotherapy, hormonal therapy, join a cancer trial) →

5. Recovery and Survivorship (ex. decisions around follow-up care, monitoring for recurrence, lifestyle changes, symptom management)

-Contextual realities that influence this progression- the cancer itself, insurance, proximity to hospital, $$, etc.

**Intellectual Disability (ID)

A condition involving a significant limitations in intellectual functioning and adaptive behavior, affecting everyday functioning and independence.

-AGE OF ONSET: Before 22, reflecting an expanded developmental period

**Developmental Disability (DD)

A severe, long-term disability affecting cognitive functioning, physical functioning, or both, beginning during development and generally continuing throughout life.

-AGE OF ONSET: Emerge before 22

-May Include: Intellectual, physical, or combined disabilities

-The Federal Dev. Disability Definition: DD is BROADER than ID, individuals can have DD WITHOUT meeting diagnostic criteria for ID (ex. cerebral palsy)

**Autism Spectrum Disorder Definition

A neurodevelopmental disorder characterized by differences in social communication and interaction, alongside restricted or repetitive patterns of behavior, interests, or activities.

DD ✔️

IDD- Not necessarily

**Cerebral Palsy Definition

A group of neurological conditions that affect movement, muscle tone, balance, and posture.

DD ✔️

IDD- Not necessarily

Down Syndrome Definition

A genetic condition caused by an extra full or partial copy of chromosome 21. Intellectual disability is common, although cognitive functioning varies.

DD ✔️

IDD- Commonly associated

T/F: Children as young as 18 months can be reliably diagnosed with autism.

TRUE

**Autism Spectrum Disorder Criteria A (ON EXAM)

ALL 3 CRITERIA MUST BE PRESENT

A. Persistent deficits in social comm. + social interaction

1. Social-emotional reciprocity: difficulties with reciprocal conversations, sharing interests or emotions, and initiating or responding to social interactions

2. Nonverbal Communication: Differences in eye contact, gestures, facial expressions, body language, or integrating verbal and nonverbal communication

3. Developing, maintaining, and understanding relationships: Difficulties adapting behavior to different social contexts, engaging in imaginative play, or developing and maintaining relationships

**Autism Spectrum Disorder Criteria B (ON EXAM)

AT LEAST 2 OF THE FOLLOWING 4 MUST BE PRESENT

B. Restricted, repetit. pattern of behav., interests, or activities

1. Stereotyped or repetitive movements, object use, or speech: hand- flapping, lining up objects, echolalia (repeating words or phrases), or repetitive use of objects

2. Insistence on sameness and inflexible routines: Distress over changes, difficulties with transitions, rigid thinking patterns, or ritualized verbal and nonverbal behavior

3. Highly restricted or fixated interests: Intense interests that are atypical in intensity or focus

4. Hyperreactivity or hyporeactivity to sensory input: Heightened or reduced responses to sounds, textures, lights, temperature, or pain; unusual interest in sensory features of the environment

ASD Statistics

-Prevalence: 1 in 31 among 8 year-olds & 3.4 times more common in males

-ASD & Co-Occurring Diagnoses: Nearly 40% of autistic children with IQ data also had ID, distinct but co-occurring; ADHD, Anxiety Depression, Sleep Disturbances, and Gastrointestinal Issues are also co-occurring diagnoses

-Suicide Ideation: Suicidal ideation (25.2%) and attempts (8.3%) among autistic youth

**EXAM QUESTION: Be able to disentangle the ASD diagnosis and other psychological, emotional, and social factors that may be contributing to "symptoms"

-Family systems affecting the state of a person's well-being, not necessarily the autism itself

-Stigma, invalidation, or sensory overload in unaccom. environments trigger anxiety, social withdrawal, or shutdown

-Adverse social experiences, peer rejection, or bullying can produce trauma-related responses that overlap heavily with or exacerbate ASD-related behavioral patterns

-Evaluating how symptoms shift over time across different environments to see if distress is situational, trauma-induced, or a persistent core trait.

-Examining the root cause of behaviors (such as meltdowns or avoidance) to decipher whether they are driven by sensory overload, executive dysfunction, communication barriers, or acute emotional distress

T/F: **ASD is a lifelong neurodevelopmental condition; treatment does not aim to cure autism.**

TRUE

-Improving quality of life and psychological well-being

-Strengthening comm., adaptive functioning, + indep.

-Addressing co-occurring behavioral health concerns

-Supporting autonomy and self-determination

-Reducing environmental and social barriers

-Incorporating indiv. strengths, prefs., + treatment priorities

Neurodiversity-Affirming Care

-Recognize neurological differences without automatically treating them as deficits that require correction

-Avoid interventions designed exclusively to make autistic individuals appear neurotypical!!!!!

-Respect how an over-divergent person communicates, interacts and experiences the environment

-Include autistic indivs. in developing their treatment goals

-Distinguish between behaviors that are: Different from conventional social expectations, Functionally impairing or distressing, + Potentially harmful to the individual or others

Comprehensive Assessments

-Identify the individual's developmental characteristics, strengths, abilities, and support needs

-Assess communication and social interaction abilities

-Evaluate sensory sensitivities + responses to enviro. stimul.

-Screen for co-occurring disorder (Anxiety, Depress., ADHD)

-Examine family relationships, school experiences, peer interactions, and social support

-Consider environmental stressors, including bullying, social exclusion, and inaccessible settings

Environmental Accommodations and Family Involvement

Environmental Accommodation

-Reducing excessive noise or lighting

-Providing access to quiet spaces

-Allowing sensory breaks

-Offering predictable routines + advance notice of changes

-Providing alternative methods of communication

-Adjusting expectations for social participation

Family-Centered Treatment Planning

-Assess caregiver concerns, family resources + potential sources of stress

-Provide psychoeducation to help family members better understand ASD

-Examine how family responses may unintentionally increase or reduce distress

-Support developmentally approp. indep. + autonomy

-Recognize that caregiver expectations in the individual's preferences may differ

**Cerebral Palsy (ON EXAM)

-Typical diagnosed within first 2 years of life- currently can be diagnosed before 6 months (about 5) with MRI

-Caused by abnormal brain development or damage to the developing brain, typically before or during birth

-Nonprogressive condition!!!!!!

-Presentation and severity vary widely (some individuals walk independently, while others require mobility assistance)

-May co-occur with intellectual disabilities, epilepsy, sensory impairments, or other developmental conditions

*Nonprogressive Condition

The underlying brain injury does not worsen over time, although physical symptoms and functional needs may change with age.

**Symptoms and Characteristics of CP

-Movement and Coordination: Spasticity and abnormal muscle tone, impaired balance and coordination, and find gross motor difficulties)

-Speech and Feeding: Speech and communication difficulties; oral motor difficulties

-Development and Learning: Delayed motor movement; learning and cognitive differences

T/F: Spastic cerebral palsy is the most common type of cerebral palsy, affecting approximately 80% of individuals with CP.

TRUE

**Types of Cerebral Palsy (KNOW FOR EXAM)

-Spastic Hemiplegia (Hemiparesis)

-Spastic Diplegia (Diparesis)

-Spastic Quadriplegia (Quadriparesis)

Spastic Hemiplegia (Hemiparesis)

-Affects one side of the body (right or left)

-The arm is often more affected than the leg

-May cause difficulty with grasping objects, walking, or maintaining balance

-Many individuals walk independently

Spastic Diplegia (Diparesis)

-Primarily affects both legs

-Arms are typically less affected

-May cause tow walking, difficulty maintaining balance, or a scissoring galt (legs crossing during walking)

-Individuals may walk independently or use mobility aids

**Spastic Quadriplegia (Quadriparesis)

-The MOST severe form of CP!!!!

-Affects ALL FOUR limbs, often involving the trunk and face

-Freq. assoc. w/ greater motor impairment + support needs

-May aff. walking, sitting, speaking, swallowing, + self-care

-Higher likelihood of co-occurring conditions, including seizures and intellectual disability

*Diagnosis, Risk Factors, and Prognosis for CP

-Diagnosis: No single genetic or chromosomal test diagnoses CP

-Congenital vs. Acquired: Approximately 85-90% of cases are CONGENITAL (assoc. w/ abnormal brain development or injury before or around birth)

-Common Misconception: Birth asphyxia accounts for fewer than 10% of cases; most cases have more complex cases

-Risk Factors: Premature birth and low birth weight, Maternal or fetal infections and inflammation, Multiple births, Fetal growth restriction and certain pregnancy complications

-Co-occurring Conditions: Intellectual disability (approx. 50%), Epilepsy (approx. 38%)

-Life Expectancy and aging: Severe functional limitations + complex medical conditions are assoc. w/ incr. mortality risk

*Co-Occurring Conditions and Associated Health Concerns

-Neurological: epilepsy and recurrent seizures (1/3 children)

-Sensory: visual impairments, hearing loss, and difficulties processing sensory information (1/2 = visual ; 1/10 = hearing)

-Pain* and Musculoskeletal: persistent pain, muscle discomfort, joint problems, + musculoskeletal complications (ranges from 14-76% across children and young adults)

-Gastrointestinal and Urinary: chronic constipation, bladder control, difficulties, + urinary incontinence (approx. 60% of children and adolescents)

-Mental and Behavioral Health: Increased prevalence of anxiety, depression and emotional or behavioral difficulties (elevated MH screening scores in approx. 28-35% of children with CP, depending on the measure)

**T/F: Young adults/individuals with CP have a higher addiction prevalence in heroin and opioid use due to living with chronic pain!!!!!

TRUE

*Treatment Planning for CP

***Targeted treatment goals: improve functional abilities, manage symptoms. Prevent secondary complications, and promote independence & participation, and quality of life

-EARLY INTERVENTION (in children)** = most eff. first step

-Rehabilitation therapies: PT, OT, and SLT (speech-language therapy) support mobility, muscle strength, coordination, communication, and independence in daily activities

-Assistive technology and positioning

-Speech, feeding, and swallowing

-Medical management, including pain management

-Caregiver education and care

-Mental health services

Substance Use

The consumption of a psychoactive substance. It can range from experimental or occasional use to regular use, and by itself does NOT NECESSARILY imply harm or impairment.

Substance Misuse

Using a substance in a way that INCREASES risk of harm or causes harm.

Substance Use Disorder

The current diagnosis that replaces the abuse/dependence split. It defines a problematic pattern of use leading to clinically significant impairment or distress.

-Impaired control (difficulty limiting use)

-Social impairment (use disrupts roles/relat./activities)

-Risky use (use continues despite danger or harm)

-Pharmacological criteria (biological adaption- tolerance/

withdrawal)

Common Substances

-Tobacco/Nicotine/Vaping (risk = cardiovascular and lung disease; cancer)

-Alcohol: Depressant; impairs judgement and coordination

(risk: alcohol poisoning, injuries, violence; Long term- liver disease; alcohol use disorder)

-Prescriptions and Opioids *Highest risk for those with CP: Pain relief + euphoria; slows breathing (Risk: overdose/respiratory depression, pills laced w/ Fentanyl)

-Marijuana/ Cannabis: Psychoactive, affecting attention and memory (risk: impaired driving; anxiety/paranoia in some)

→ Is addictive and often serves as a "gateway" drug

-Stimulants (Meth/Cocaine): Increases alertness, energy, heart rate (risk: agitation, psychosis; cardiac events)

**Models of Substance Use Disorder (ON EXAM!!)

-Moral

-Disease

**Moral

Frames addiction primarily as a problem of individual CHARACTER or WILLPOWER.

Core Assumptions:

-Seen as a voluntary behavior

-Continued use, relapse, and related harms are interpreted as the person choosing pleasure, irresponsibility, or "bad" behavior over obligations

-Underlying cause is viewed as moral, weakness, lack of self-control, or flawed values rather than a health condition