ab child psych final

disorders, classifications, qualifications, theories and therapies, risk factors.

Intellectual Development Disorder (Neurodevelopmental)

Diagnosis of IDD includes both low/below average intellectual functioning and deficits in adaptive functioning. Both of which much be present in the early developmental period. Mild (85%), moderate (10%), Severe (4%), and Profound (1%).

Autism Spectrum Disorder (Neurodevelopmental)

A severe developmental disorder characterized by abnormalities in social functioning, language and communication, and unusual behaviors and unrestricted interests.

ADHD (Neurodevelopmental)

A neurodevelopmental disorder marked by age-appropriate symptoms of inattention, hyperactivity, and impulsivity.

ADHD-PI

Predominately inattentive type: Problems with concentration and being easily distracted. Appears to be not listening, disorganized, and forgetful.

ADHD-HI

Predominately hyperactive-impulsive type: Behavior is excessively energetic, intense, inappropriate, and not goal-directed.

ADHD-C

Combined Type: Child is confused, drowsy, or “in a fog.” This type encompasses symptoms of both inattention and hyperactivity-impulsivity.

Language Disorder (Communication)

Characterized by deficits in expression despite normal comprehension of speech. These children have delayed and slow speech development, limited vocabulary, and speech marked by short sentences and simple grammatical structure.

Child Onset Fluency Disorder (Communication)

Characterized by repeated and prolonged pronunciations of certain syllables that interfere with communication.

Social Pragmatic Communication Disorder (Communication)

Deficits in using communication for social purposes, difficulties in changing communication to fit the situations or listener, problems with following the rules of language, and difficulties understanding what someone is not explicitly saying.

Specific Learning Disorder (Neurodevelopmental)

Specific learning problems that occur in the areas of reading, math, and written expression. Performance is below what would be expected for someone of the same age and intelligence. The performance must also significantly interfere with academic achievement or daily living.

Specific Learning Disorders - Math

Difficulty recognizing numbers, and symbols, memorizing facts, aligning numbers, and/or understanding abstract concepts, visual-spacial problems, arithmetic calculation and mathematic reasoning deficits.

Specific Learning Disorders - Reading

Inability to distinguish or to separate sounds in a spoken language, difficulty learning basic sight words, common error in reversals (b/d), transpositions (was/saw), and omissions (place for palace), and decoding.

Specific Learning Disorders - Written Expression

Less interesting and poorly organized essays, less likely to review spelling, grammar, and punctuation, problems with hand-eye coordination, and commonly found in writing disorders.

Oppositional Defiant Disorder (Disruptive Behavior Disorders)

Described as actions and attitudes that are age-inappropriate, violate expectations of family and society, and damage others personal property rights. Angry/Irritable mood, argumentative/defiant behavior, vindictiveness.

Conduct Disorder (Disruptive Behavior Disorders)

A repetitve and persistent pattern of violating basic rights of others and/or age-appropriate social norms or rules. Aggression toward people and animals, destruction of property, deceitfulness or theft, or serious violations of rules.

Major Depressive Disorder (Mood Disorder)

The presence of a major depressive episode marked by depressed mood most of the day (most day) or irritable mood, anhedonia, changes in appetite or weight, sleep disturbance, psychomotor retardation or agitation, fatigue, feelings of worthlessness, difficulty concentrating, and thoughts of suicide for at least two weeks.

Persistent Depressive Disorder (Mood Disorder)

Depressed mood most of the day (most days) for at least one year and is less severe but more chronic than MDD. Associated less with anhedonia, social withdrawal, impaired concentration, death thoughts, and physical complaints, and is associated more with sadness, self-deprecation, low self-esteem, anxiety, irritability, anger, and temper tantrums.

Bipolar Disorder (Mood Disorders)

Characterized by periods of abnormally and persistently elevated, expansive, or irritable mood, alternating with or accompanied by one or more major depressive episode. May display symptoms of over-excitement, restlessness, agitation, sleeplessness, pressured speech, flight of ideas, sexual disinhibition, inflated self-esteem, and wreckless behavior.

Bipolar I

Classic manic-depressive disorder: At least one lifetime manic episode is required for diagnosis.

Bipolar II

Not a “milder” form of Bipolar I: Requires the lifetime experience of at least one episode of major depression and at least one hypomanic episode.

Cyclothymic Disorder

Children who have experienced at least 1 full year of both hypomanic and depressive periods without ever fulfilling the criteria for mania, hypomania, or major depression.

Manic Episode

A distinct period of abnormally and persistently elevated, expansive, or irritable mood and abnormally and persistently increased activity or energy, lasting at least one week and present most of the day, nearly every day. Symptoms include: inflated self-esteem or grandiosity, decreased need for sleep, more talkative than usual or pressure to keep talking, flight of ideas, distractibility, increased goal-directed activity, and excessive involvement in highly painful potential consequences.

Hypomanic Episode

A distinct period of abnormally or persistently elevated, expansive, or irritable mood and abnormally and persistently increased activity or energy lasting at least four consecutive days, present for most of the day, every day.

Separation Anxiety Disorder

Specific Phobia

Social Anxiety Disorder (Social Phobia)

Selective Mutism

Panic Disorder

Agoraphobia

Generalized Anxiety Disorder

Obsessive Compulsive Disorder

Trichotillomania

Hoarding Disorder

Reactive Attachment Disorder

Disinhibited Social Engagement Disorder

Post Traumatic Stress Disorder

Enuresis

Encopresis

Dyssomnias

Parasomnias

Substance Use Disorder

Anorexia Nervosa

Bulimia Nervosa

Binge Eating Disorder

Pica

Avoidant/Restrictive Food Intake Disorder

Failure to Thrive

What qualifies behavior as “abnormal” and/or diagnosable in children and adolescents?

Behavior that deviates from the norm, is distressful, dangerous, and fits the symptom criteria of DSM-5.

Identify three (3) ways that treating children and adolescents differs from treating adults.

Purpose and goal of treatment, arena or family, history or context of diagnosis.

Behavioral Therapy

A practical approach to modifying unhealthy behavior using techniques such as reinforcement and punishment to promote positive changes in behavior.

Psychoanalysis Therapy

Uses analytic techniques to help release repressed thoughts, experiences, and emotions to achieve insight and emotional healing.

Cognitive Therapy

Therapy approach that focuses on modifying dysfunctional thoughts and beliefs to improve emotional regulation.

Cognitive Behavioral Therapy

Focuses on the connection between thoughts, feelings, and behaviors. Changing unhelping or unhealthy thoughts and behaviors to structured, goal-oriented actions that improve emotional well-being.

Psychodynamic Therapy

Integrates past experience with present behavior, focusing on unconscious processes and how they influence current thoughts and actions. Often unresolved issues that impact current thoughts, feelings, and behaviors

DSM-5 delineating between childhood/adolescence and adulthood?

No differences between certain disorders, there is an overlap of diagnostic criteria between diagnostic categories.

DSM-5 similarities between childhood/adolescence and adulthood?

Diagnoses of childhood distinction, symptom distinction