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Exam 1

by: Amanda foster

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Study Guide for Exam 1 of the semester
Atypical Child and Adolescent Development
Stevie McKenna
Study Guide
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This 4 page Study Guide was uploaded by Amanda foster on Monday August 1, 2016. The Study Guide belongs to at 1 MDSS-SGSLM-Langley AFB Advanced Education in General Dentistry 12 Months taught by Stevie McKenna in Fall 2016. Since its upload, it has received 14 views. For similar materials see Atypical Child and Adolescent Development in Psychology at 1 MDSS-SGSLM-Langley AFB Advanced Education in General Dentistry 12 Months.


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Date Created: 08/01/16
Atypical Psychology Spring 2016 Study Guide chapters 1, 2, 4, 5 – Exam I Chapter 1- Conceptualizations of Normality and Abnormality in Children and Adolescents Be familiar with the following individuals and terms:  Moral insanity- personal intellect was fine, their brains were fine but their morals were off, now we think it may have been bipolar disease  Organic disease model  What were the contributions of the following individuals? o John Lock- children should not be treated so harshly o Leta Hollingworth- tried to differentiate mental illness from mental retardation o Dorothea Dix- spearheaded movement to change the hygiene of the places where the mentally ill were kept, passed a lot of laws through congress o Benjamin Rush- Physician and social worker, learned from Ferrell child that was found who had no language because he had passed that developmental period o Sigmund Freud- experience rooted in childhood o John Watson o Anna Freud- expanded on Sigmund Freud o Melonie Klien- play therapy  Psychoanalytic theory  Freud’s personality structure  In what ways is assessing a child more complicated then assessing an adult (e.g. depression)?  Risk factors and resilience factors o Risk factors: low intelligence, uninterested parents/divorced, abusive or chaotic environment, dangerous neighborhood  What are internalizing and externalizing disorders and what are some possible reasons they are divided among gender?- internalizing involve anxiety and depression and are more often associated with girls, externalizing disorders more often associated with boys and include ADHD Chapter 2 – Theories of Normality and Abnormality in Children and Adolescents One-dimensional model Biopsychosocial model  What disorders listed in the text are, in part, due to biologically based etiology? What is the functions of each of the brain stem structures: o Pons o Medulla o Cerebellum o Reticular formation Lobes of the brain and their function: o Frontal, Parietal, Temporal, Occipital What is the Limbic system and the function of these sub-cortical structures: o Amygdala o Hippocampus o pituitary gland o thalamus o hypothalamus o ventricles o pineal gland. What is the function of each part of the neuron: o Dendrites o Dendrite spines o Axon o myelin sheath o terminal buttons o Neurotransmitters  Dopamine, Serotonin, Gaba, Glutamate, Norepinephrine, cortisol o Vesicles o Nucleus o synaptic clef.  HPA axis (fight or flight response) o What structures does it involve? o What hormones are released by the structures?  John Bowlby (1967),  Mary Einsworth (1970)  Attachment theory – Be able to differenciate the following types: o secure o insecure resistant ambivalent o Insecure avoidant, o disorganized/disoriented  Cognitive behavioral theory – how is it used to effect change? o Cognitive distortions  Family Systems theory – Be able to explain the basic tenants of this theory. o Designated client o Enmeshed families o Disengaged families  Bronfenbrenner’s Ecological Systems Theory  What part does culture play in the development of a child psychopathology?  What were the findings of Ferguson and Kilbrun, 2009 concerning violence in television viewing and the effect on children? Chapter 4 – Assessment and therapeutic Interventions with Children, Adolescents, and Families  Research process, o Validity o Reliability o incidence rates o prevalence rates  Multiaxial assessment  Multiple informants  What types of information is collected in the unstructured, semi structured, and structured interviews with a child?  What do you look for in the mental status exam?  What do you look for in a behavioral assessment?  Purpose of checklist and rating scales?  What type of information do you get from o Intelligence tests o Projective tests  Rorschach Ink blot test  Thematic Apperception Test (TAT) (CAT)  Family assessment o Genogram  Treatment modalities: o Psychodynamic o Behavioral  Token economy  Behavioral Parent training o Cognitive behavioral Therapy (CBT) o Family systems therapy o Psychopharmacological interventions  What are the concerns?  Professional ethics in assessments Chapter 5 - Risks Factors and Issues of Prevention  Temperament: easy babies, slow to warm up babies, difficult babies- these will tell you a little bit about their temperament as they get older  Emotional regulation- how to regulate and maintain their emotionality, learn how to regulate emotion from their primary caregiver  What are the risk factors for a child / adolescent to develop emotional/behavioral problems after a death? o Heightened levels of emotional/behavioral problems long after death o 1/5 who experience loss in death end up with a diagnosable mental illness  What factors will produce a positive outcome in a child/adolescent after a death?  What is the most important factor for a child in an unstable home?  What is the largest form of abuse?- Neglect  What is the indicator of physical abuse in some states? – if there are marks left on the child  In what ways is the brain of a physically abused child changed?  What are the factors that would increase the harm of sexual abuse?  What are the primary adverse effects of sexual abuse according to the Traumagenic Dynamic Model?  What are some ways to identify psychological abuse in a child/adolescent?


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