Clinical Psych Chapter 17 Part 3 Of Class (Different Approaches/cognitive))

Front 1

Challenges with working with children

Back 1

Motivation may be low (no desire to receive therapy)

Expressive language (limited expression of feelings)

Misbehavior in session

Working with parents (coaching parents as to how to deal with the child's behavior and issues)

Multiple environments (trying to deal with many sources of information)

Front 2

Benefits of working with children

Back 2

moldable (easier to change negative behaviors)

prevention (prevents chronic or severe mental illness in the future)

Fun (different and interesting ways to engage with children)

Small interventions can lead to big changes

Front 3

Professional associations

Back 3

American psychological association

Association for behavioral and cognitive therapies

Front 4

Clinical child and adolescent psychology

Back 4

clinical psychologists have worked with children since the inception of the field

clinical child psychology is now a popular speciality area

pediatric psychology: sub specialty focusing on mental and physical health of children with medical conditions

Front 5

Psychological issues of childhood

Back 5

Common disorders: adhd, conduct disorder, oppositional defiant disorder

can also be diagnosed with adult disorders like depression, ptsd, etc. (but take into account differences between children and adults)

DSM-5 adjusts some disorders diagnostic criteria for children compared to adults

Front 6

Strengths of children

Back 6

resiliance and vulnerability

some children develop psychological problems, while some dont

environment, genetics, etc. can affect this

Front 7

assessment of children and adolescents (developmental perspective)

Back 7

developmental perspective

essential to understand the child's behavior within the context of the child's developmental stage

developmental expectations vary across cultures

Front 8

Assessment of children and adolescents (comprehensive and pluralistic)

Back 8

comprehensive: must consider
presenting problem
development
parents/family
environment

Pluralistic approach: multisource, multimethod, multisetting approach
- ask the child's parents, teachers, and anyone who has a significant connection
- use questionnaires
- home vs. school environment

Front 9

assessment of children and adolescents (interviewing and behavioral observations)

Back 9

interviews: child and adults in child's life, rapport is essential, must communicate respect and concern

behavioral observations: in the office (analogue), or where problem exists (naturalistic), formal and systematic coding is preferred, consider reactivity, as observation can itself change behavior

Front 10

Assessment of children and adolescents (behavior questionnaires types)

Back 10

behavior rating scales: standardized pencil and paper forms that parents and teachers fill out, objective but restrictive

self report scales: completed by children about own behavior, needs to be understandable (reading, language, attention abilities)

Front 11

assessment of children and adolescents (intellectual and projective)

Back 11

Assessment methods

projective expressive techniques: rorschach, TAT, sentence completion are rarely used, usually use CAT, TEMAS, and drawing techniques

Intellectual tests: intelligence and achievement tests (used to understand a specific learning disorder)

Front 12

when and where assessment is used

Back 12

interviews are most common

behavior rating for young children completed by adults

older children use self report measures

WISC is the most common assessment technique across children and adolescents

Front 13

Psychotherapy with children and adolescents (what to understand)

Back 13

many techniques originate from many of the same theories previously described for adult psychotherapy

significant adjustments from adult models are often necessary

can't assume children want to be there, are motivated to change, and and can sit calmly and verbalize thoughts

therapeutic alliance with child and parent is important

Front 14

Impulsivity training

Back 14

self instruction training

donald meichenbaum

used in the past for impulsive and disruptive children

children taught to talk through situations

hear instructions aloud, say them, think them without saying them

Front 15

Parent training

Back 15

form of behavioral therapy in which therapists teach parents to use techniques based on conditioning to modify problematic behavior in children

Front 16

play therapy

Back 16

formation of important relationships
disclosure of feelings and thoughts

psychodynamic - symbolically communicating mental processes of play, interpretation allows children to understand themselves

humanistic - reflection, unconditional positive regard, instead of interpretation of unconscious

cultural sensitivity - diversity of toys can strengthen cultural identity

Front 17

How well does it work?

Back 17

psychotherapy is efficacious

most meta analysis find various approaches to be equally effective

some cognitive behavioral slightly more effective