242 Pediatric Theory

Front 1

Approximately how many of children and adolescents have a diagnosable mental disorder-

Back 1

20%. many others have broad spectrum psychosocial problems that are not diagnosed.

Front 2

THe therapy needs of childeren with psyciatric disorders are addressed by multidisciplinary pediatric services in what types of settings.

Back 2

psychiatric hospitals, special ed programs in schools, foster care settings, detention centers, pediatric departments of acute care and rehab facilities.

Front 3

What are the skills needed for effective psychosocial functioning

Back 3

social competence
mastery motivation
self efficiency
goodness of fit
social referencing

Front 4

what is social competence

Back 4

the use of diverse skills and behaviors that allow individuals to learn, care for their daily needs and maintain satisfactory human relationships within their cultural context

Front 5

what is mastery motivation

Back 5

an innate drive to find solutions

Front 6

what is self efficiency

Back 6

a sense of personal value including an intrinsic awareness that one can accept challenges and potentially master them.

Front 7

what is goodness of fit

Back 7

the interaction of child and adult temperaments on a day-to-day basis

Front 8

waht is social referencing

Back 8

the process that occurs when a child begins to compare him/herself to peers

Front 9

What are some of the factors influencing psychosocial development

Back 9

innate temperament
parent/child attachment
peer interactive skills
play skills
ability to cope
environmental interaction

Front 10

What is Innate temperament

Back 10

behavior patterns evident shortly after birth. exists as personality and behavior style. It is an individual's genetic predispostion to certain types of behavior.

Front 11

What are the 3 different types of termperament?

Back 11

1. the easy child- calm, expressive, low to moderate activity level
2. the difficult child= opposite of easy chld. negative, high energy, high emotional intensity level.
3. slow to warm up- mild intense negative reactions to new stimuli in combination with slow to adapt

Front 12

What defins parent/child attachment

Back 12

quality of attachemtn that affects peer interaction skills, play and ability to cope.

Front 13

what defines peer interaction skills

Back 13

the parent/child relationship is the catalyst for peer interaction

Front 14

What defines play skills

Back 14

acivity for the intrinsic pleasure of the moment.

Front 15

What defines ability to cope

Back 15

how children deal with new and difficult situations. Response to stress. Internal and external coping resources

Front 16

What defines environmental interaction

Back 16

involves home, school and community

Front 17

What are some of the clinical problems exhibited by children with psychosocial dysfunction

Back 17

aggression
disruptive
unpredictable
inattentive
bossy
withdrawn
lack of interest
difficulty completing task
lack of satisfaction

Front 18

Are the problems exhibited by children with psychosocial dysfunction seen in one area or all

Back 18

these behaviors usually are seen throughout every performance area of their life, although some areas may be less evident than others

Front 19

What are common psychosoical diagnoses in pediatrics

Back 19

1. anxiety disorders
2. disruptive behavior disorders
3. eating disorders
4. affective disorders
5. pervasive developmental disorders
6. neurologically based mental disorders

Front 20

What are examples of anxiety disorders

Back 20

1. separation anxiety and social phobia
2. overanxious disorder
3. post-traumatic stress disorder (can happen from watching scary movie)

Front 21

What are some examples of disruptive behavior disorders

Back 21

1. conduct disorder
2. oppositional defiant disorder
3. adhd

Front 22

what are some examples of eating disorders

Back 22

1. anorexia nervosa
2. bulimia nervosa

Front 23

what are some examples of affective disorders

Back 23

1. major depressive disorder
2. manic symptoms

Front 24

what are some examples fo pervasive developmental disorders

Back 24

1. autism
2. Rett's disorder

Front 25

what are some examples of neurologically based mental disorders

Back 25

it is a catch-all phrase for mental disorders secondary to neurological problem like MR, head injury, CP and substance abuse

Front 26

Is there overlap in treatment of psychosoical dysfunction

Back 26

yes, ex. you can't just treat peer interaction by itself. other components are closely intertwined

Front 27

Much of treatment focuses on ___________ particularly when addressing components such as termperament, attachment, and environmental interaction. This is more so withyounger than older children and adolescents

Back 27

parent/child

Front 28

What are some concepts of how the therapist can help make treatment more effective.

Back 28

1. helping a parent better understand and adapt their child's temperament will hopefully improve their attachment, change how they interact with the child and how the environment is set up.
2. Interventions for peer interaction are intertwined with play skills, abiltiy to cope and termperament
3. children need to be able to work and play withing groups because family and community life requires it. Good interpersonal realationships are critical to mental health
4. intervention must also be provided in the area of individual play skills
5. typical children explore and develop many skills in the privacy of their own space, in their room, for example This lets children explore their own interests without having to worry about the wishes or feelings of other people
6. when children or adults have the opportunity to explore interests or activities alone, they are likely to find these activities stress reducing and organizing

Front 29

Helping a parent better understand and adapt to thier child's termperament will do what

Back 29

hopefully inprove their attachment, change how they interact with the child and how the environment is set up.

Front 30

Interventions for peer interaction are intertwined with

Back 30

play skills, abilty to cope and temperament

Front 31

Why do chldren need to be able to work and play within groups

Back 31

because family and community life requires it. Good interpersonal relationships are critical to mental health

Front 32

Intervention must also be provided in the area of

Back 32

individual play skills

Front 33

why do typical children explore and develop many skills int he privacy of their own space?

Back 33

it lets children explore their own interests without having to worry about the wishes or feelings of other people

Front 34

when children or adults have the opportunity to explore interests or activities alone, they are likely to find these activities

Back 34

stress reducing and organizing

Front 35

What type of approach is very important to this population

Back 35

the team approach

Front 36

Members will vary depending on the treatment setting. But all must work together to develop

Back 36

consistent behavioral management programs

Front 37

During staffing it is helpful not just to report certain behaviors being exhibiited (anger, depression, anxiety) but

Back 37

under what context and circumstances these behaviors are being seen.

Front 38

What should the context of the OT treatment be based on

Back 38

action based rather than discussion based

Front 39

The activities performed must be appropriate for the client with regards to

Back 39

age, developmental levvel, interest, ability and occupational roles

Front 40

What are the 5 characteristics of the OT treatment environment

Back 40

1. play and task environments should be populated with peers
2. social skills learning should be part of the task and play environments
3. programs should be conducted within natural childhood activities dominated by toys, crafts and games
4. intervention should be embedded within natural childhood models for play and school
5. expectations for behavior should be explicit and known

Front 41

Should the product or the process be emphasized?

Back 41

the process

Front 42

There are many different models for treatment such as:

Back 42

1. parent-child interaction
2. parent-child activity group
3. activity groups and peer interaction

Front 43

How can the therapist help with the parent-child interaction

Back 43

they may need to act as a role model and advisor to parents and caregivers. This helps parents understand their child's temperament and adapt activities and environment which affects their attachment.

Front 44

How can the therapist help with parent-child activity groups

Back 44

Constructional activity where together they use familiar materials. may have trouble in the beginning but as they problem solve interaction gets smoother

Front 45

How can the therapist help with Activity groups and peer interaction

Back 45

promote social skills, teaches how to help others and ask for help successfully only works if child is intrisintically interested in play and peer acceptance. only severly withdrawn won't desire peer interaction

Front 46

When grading an activity what is the upgrade chain regarding social interaction

Back 46

may start with parallel groups and upgrade to project level groups(sharing ideas but work on independent projects) and then upgrade to cooperative groups (working together on 1 project)

Front 47

What to consider when choosing the activity

Back 47

different for different age groups. ex. imaginanry play group with preschoolers= parellel play
inf older cooperative play where work together consider that.

Front 48

What should the therapist consider about the level of instruction they choosWhat e?

Back 48

they don't want to give too much structure or present as a lesson because we are working on intrisint play.

Front 49

What the therapist should consider about work skills activities

Back 49

as children get older (adolescents) acftivity requires less exploration with more emphasis on product instead of process. simple project that require mastered skills should be choosen. allows work on habits and interpersonal behavior

Front 50

What age group's typical behavior is "has fussy periods to relive stress

Back 50

infancy

Front 51

Typical age level: smiles

Back 51

infancy

Front 52

typical age level: imitates gestures

Back 52

infancy

Front 53

typical age level: uses special smiles for different people and events

Back 53

infancy

Front 54

typical age level: may experience joy and anger

Back 54

infancy

Front 55

typical age level: years strangers

Back 55

infancy

Front 56

typical age level: gives affection

Back 56

infancy

Front 57

typical age level: learns about cause and effect

Back 57

infancy

Front 58

typical age level: understands concept of object permanence

Back 58

infancy

Front 59

typical age level: attaches to transitional object (such as a blanket)

Back 59

early childhood

Front 60

typical age level: imitates others

Back 60

early childhood

Front 61

typical age level: understands function of objects and means of behaviors

Back 61

early childhood

Front 62

typical age level: may experience joy and anger

Back 62

early childhood

Front 63

typical age level: is egocentric

Back 63

late early childhood

Front 64

typical age level: experiences separation anxiety

Back 64

(2) late early childhood

Front 65

typical age level: loves an audience and attentions

Back 65

late early childhood

Front 66

typical age level: often says phrases like me do, "it" and "no"

Back 66

late early childhood

Front 67

typical age level: has difficulty sharing

Back 67

late early childhood

Front 68

typical age level: begins to become independent and spend time alone

Back 68

late early childhood

Front 69

typical age level: seems optimistic and confident

Back 69

late late early childhood

Front 70

typical age level: asks why

Back 70

late late early childhood

Front 71

typical age level: is spontaneous

Back 71

late late early childhood

Front 72

typical age level: seeks other playmates

Back 72

late late early childhood

Front 73

typical age level: fears monsters, spiders, etc. has bad dreams

Back 73

(4-5yrs) late late early childhood

Front 74

typical age level: plays with imaginary playmates

Back 74

late late early childhood

Front 75

typical age level: tells exaggerated stories

Back 75

late late early childhood

Front 76

typical age level: acts assertive and bossy: acts like a "know-it-all"

Back 76

(early 5-7) middle childhood

Front 77

typical age level: is critical of self

Back 77

(early 5-7) middle childhood

Front 78

typical age level: experiences night-terrors

Back 78

(early 5-7) middle childhood

Front 79

typical age level: shares and takes turns

Back 79

(early 5- 7) middle childhood

Front 80

typical age level: may experience joy and anger

Back 80

(early 5-7) middle childhood

Front 81

typical age level: desires privacy

Back 81

(late 9-11) middle childhood

Front 82

typical age level: acts with impulsivity and more control

Back 82

(late 9-11) middle childhood

Front 83

typical age level: looks up to and focuses on being like a certain person a "hero" hero worship

Back 83

(late 9-11) middle childhood

Front 84

typical age level: becomes more competitive

Back 84

(late 9-11) middle childhood

Front 85

typical age level: expects perfecton from others

Back 85

(late 9-11) middle childhood

Front 86

typical age level: acts as if right now is most important thing in life

Back 86

adolescence

Front 87

typical age level: accepts and adjusts to changing body

Back 87

adolescence

Front 88

typical age level: plays to imaginary audience

Back 88

adolescence

Front 89

typical age level: believes in personal fable (of infallibility) and characterized ty the phrase. "it won't happen to me"

Back 89

adolescence

Front 90

typical age level: begins working

Back 90

adolescence

Front 91

typical age level: achieves emotional independence

Back 91

adolescence

Front 92

what is one of the most common mental disorders in children

Back 92

attention deficit hyperactivity disorder

Front 93

austism and related disorders develop in childhood and affect an estimated

Back 93

1 to 2 per 1000 1000 people

Front 94

which sex is autism more common in

Back 94

four times more common in boys

Front 95

about how many childeren and how many adolescents suffer from depression

Back 95

1 in every 33 children
1 in 8 adolescents

Front 96

which sex of teenagers is depression more common in

Back 96

teenager girls

Front 97

Suicide is the ______ leading cause of death for 15 to 24 year olds and the ___ leading cause of death for 5 to 14 year olds

Back 97

3rd
6th

Front 98

what percentage of youths in juvenile justice facilities have a serious emotional disturbance and most have a diagnosabel mental disorder

Back 98

20%

Front 99

What percentage of youths in these facilites have substance abuse disorders or co-occuring substance abuse disorders

Back 99

30%

Front 100

What are disruptive behavior disorders

Back 100

attention deficit disorder
hyperactivity disorder
conduct disorder
oppositional defiant disorder

Front 101

Concerning Disruptive behavior disorders: functioning in activities of daily living

Back 101

1. inattention to detail
2. refuses to comply with rules
3. difficulty following directions
4. disorganization and forgetfulness

Front 102

concerning disruptive behavior disorders: school and work functioning

Back 102

1. tardiness, absence and neglect of school or work assignments and homework
2. poor concentration, inattention and disorganization
3. restless and off-task behaviors
4. education potentially disrupted when suspension results from defiant or difficult behavior at school or work (stealing, bullying)

Front 103

concerning disruptive behavior disorders: play and leisure functioning

Back 103

1. poor concentration, inattention, disorganization
2. difficulty with activity completion
3. lack of personal responsibility
4. engaging in reckless activities (joining gangs)
5. lack of constructive leisure activities
6. physically aggressive or bullying
7. tendency to defy rules of games or sports
8. solitary leisure activities may not be affected

Front 104

concerning disruptive behavior disorders: social functioning

Back 104

1. inability to read social cues
2. aggressive behavior toward others
3. destruction of other's property. deceitfulness, and lack of remorse or guilt
4. annoys others by being argumentative, losing temper, and blaming others for own mistakes

Front 105

concerning learning disorders: functioning in activities of daily living

Back 105

1. selfom has problems with ADL skills
2. IADL skills may be disrupted by poor academic skills, disorganizationand lack of an ability to maintain routines

Front 106

concerning learning disorders: school and work functioing

Back 106

1. specific disorder deficits (reading, writing, math)
2. additional time required for academic work
3. frustration tolerance
4. poor self-efficacy in school performance

Front 107

concerning learning disorders: play and leisure functioning

Back 107

1. associated poor self-esteem
2. sophisticated games dependent on scholastic abilities, sometimes avoided self-efficacy

Front 108

concerning learning disorders: social functioning

Back 108

1. associated poor self-esteem
2. social events dependent on scholastic abilities, sometimes avoided due to poor self-efficacy