ado college 7 tm 10

anorexia nervosa kenmerken

1. restriction of energy intake

2. intense fear of gaining weight or becoming fat

3. disturbance in ones experience of body weight of shape

2 soorten: restricting of binge-eating/purging

Bulimia nervosa kenmerken

1. recurrent episodes of binge eating characterised by:

eating discrede period of time, larger than average + sense of lack of control over eating

2. Recurrent inappropriate compensatory behaviors to prevent weight gain

3. At least for 3 months

4. Weight adnd shape disproportionate influence on judgement persons self

Binge eating disorder kenmerken

1. recurrent episodes of binge eating characterised by:

eating discrede period of time, larger than average + sense of lack of control over eating

2. episodes associated with 3 or more: eating more rapidly, large amounts when not hungry, until feeling uncomfortably full, alone, feeling disgusted, depressed or guilty after

3. Marked distress

Positive aspects of an eating disorder

1. Staying small (not having to grow uppsychically and emotionally)

2. sense of identity

3. stability and predictability

4. idea of control

5. disctraction problems

6. a clear purpose

Transdiagnostic cognitive behavioral theory

alle eetstoornissen dezelfde kernmechanismen: overevaluation of shape and weight. Factoren die probleem versterken:

• perfectionisme

• lage zelfwaardering

• stemmingsproblemen

• interpersoonlijke problemen

Gevolgen blootstelling drugs adolescentie

• Verstoorde normale rijping dopamine receptoren

• Permanente behoefte drugs om plezier te ervaren

• Beschadigde hippocampus (geheugen) en prefrontale cortex (zelfbeheersing)

Problemen met meten active vs passive smu

1. ambiious aspects (vb. liking other people’s post)

2. doesnt account for valence of content/activity

Transformation via Social Media Features

sociale media veranderen de manier waarop deze klassieke processen werken via specifieke kenmerken:

• Asynchronicity → je hoeft niet direct te reageren

• Availability → je bent altijd bereikbaar

• Permanence → berichten blijven bestaan

• Cue absence → minder non-verbale signalen

• Publicness → interacties zijn zichtbaar voor anderen

• Quantifiability → likes, views, volgers zijn meetbaar

• Visualness → sterke focus op beelden

Transformed Peer Experiences

• Frequency / immediacy → more frequent and faster interactions

• Amplification → experiences become more intense (e.g., popularity is highly visible)

• Qualitative changes → interactions feel different (e.g., more ambiguity)

• New compensatory behaviors → seeking support online when offline is difficult

• New experiences → entirely new social behaviors (e.g., posting, streaks)

Application to Dyadic Friendship Experiences

🔹 Positive effects

• Immediate social support

• Maintaining long-distance friendships

• More opportunities to connect

🔹 Negative / risk effects

• Co-rumination (excessive discussion of problems)

• Pressure to be constantly available

• Miscommunication due to lack of cues

• Increased social comparison (likes, status)

🔹 New social dynamics

• Public display of friendships

• Visibility of “top friends” or closeness

• Online-exclusive friendships

phubbing

= ceasing to pay attention in an in-person converstation due to going online

Gevolgen:

• Lower friendship satisfaction/ quality and social connectedness

• may not interfere if going online is intefrated with the in-person interaction

social displacement hypothesis

SMU displaces time spent with pre-excisting offline friends, reducing friendship quality

Social stimulation hypothesis

smu enhances quality of offline frienships. Increased opportunities to connnect en receive support, ease of disclosing information.

Who is at risk for PSMU?

1. adolescence (socio-emotional drive to use, lower self regulation)

2. lower social support or competencies

3. possibly reciprocal effects (loneliness + psmu)

Wanneer ADHD

B. Several inattentive or hyperactive-impulsive symptoms that caused impairment were present before age 12 years.

C. Several inattentive or hyperactive-impulsive symptoms are present in two or more settings (e.g. at home, school, or work; with friends or relatives; in other activities).

D. There must be clear evidence of clinically significant impairment in social, academic, or occupational functioning.

E. The symptoms do not occur exclusively during the course of Schizophrenia or another Psychotic Disorder and are not better explained by another mental disorder (e.g. Mood Disorder, Anxiety Disorder, Dissociative Disorder, Personality Disorder, substance intoxication or withdrawal

prevalence ADHD

Affects 3-7% of children (APA, 2000)

More common in boys (3:1)

Persistence of symptoms & impairment in 50-65% of children

Adults: 4.4% in US

Adults: 2.5% - 5% Worldwide

Associated problems with adhd

• risk for injury

• delinquent behavior

• substance use

• traffic accidents

komt door delay discounting

adult impairment in adhd

1. less likely to graduate from college

2. more likely to be un/under empoyed

3. lower SES

4. higher rates of divorce

Dual pathway model of adhd

ADHD-symptomen (zoals impulsiviteit en aandachtsproblemen) kunnen voortkomen uit:

1. Problemen met cognitieve controle (executive dysfunction)

Wat gaat hier mis?

• Zwakke executieve functies:

  • Inhibitie (impulsen remmen)

  • Werkgeheugen

  • Planning en organisatie

Gevolg:

• Moeite met focussen

• Impulsief gedrag

• Slechte taakcontrole

1. Problemen met motivatie/beloning (delay aversion

Wat gaat hier mis?

• Sterke aversie tegen uitgestelde beloning

• Voorkeur voor kleine, directe beloningen boven grotere, latere beloningen

Gevolg:

• Ongeduldig gedrag

• Taken vermijden die lang duren

• Snel afhaken

difference adhd and adolescence

• systems can independently lead do symptoms

• limbic system qualitatively different instead of hyperresponsive

• risky and impulsive decision making increased in adhd, and not only in adolescence