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Child Assessment
| Question | Answer |
|---|---|
| Deleterious | causing harm or damage, often in a way that is slow, subtle, or unexpected. It describes things that hurt health, minds, or physical objects over time without being obvious right away. |
| Freud’s Psychosexual Development stages: | Oral, Anal, Phallic, Latency, Adolescence |
| Freud's Oral Stage (0–18 months): | Focus on the mouth; infants derive comfort from sucking and biting. |
| Freud's Anal Stage (18–36 months): | Emphasis on control and managing bodily functions. |
| Freud's Phallic Stage (3–6 years): | Emerging awareness of gender differences. |
| Latency Stage (6–12 years): | Social and intellectual skills develop further. |
| Adolescence (12+ years): | Emergence of mature sexual identity. |
| Piaget’s Cognitive Development stages: | Sensorimotor, Preoperational, Concrete Operational, Formal Operational |
| Piaget's Sensorimotor Stage (0–2 years): | Learning through direct sensory and motor experiences. Language begins with babbling and simple words. |
| Piaget's Preoperational Stage (2–7 years): | Development of symbolic thinking and an expanding vocabulary. Imaginative play increases. |
| Piaget's Concrete Operational Stage (7–11 years): | Improvement in logical reasoning about concrete events. |
| Piaget's Formal Operational Stage (11+ years): | Development of abstract thinking and problem-solving skills. |
| Erikson’s Psychosocial Development stages: | Basic Trust vs. Mistrust, Autonomy vs. Shame and Doubt, Initiative vs. Guilt, Industry vs. Inferiority, Identity vs. Role Confusion |
| Erikson's Basic Trust vs. Mistrust (0–18 months): | Trust forms through consistent, responsive caregiving. |
| Erikson's Autonomy vs. Shame and Doubt (18-36 months): | Children begin to develop independence. |
| Erikson's Initiative vs. Guilt (3-5 years): | Encouragement to take initiative and explore. |
| Erikson's Industry vs. Inferiority (6-11 years): | Gaining competence through school and social activities. |
| Erikson's Identity vs. Role Confusion (12-18 years): | Formation of a coherent sense of self. |
| Mahler’s Separation and Individuation stages: | Normal Autism, Symbiosis, Differentiation, Practicing Subphase, Rapprochement, Consolidation |
| Mahler’s Separation and Individuation | Describes the process by which infants gradually shift from being enmeshed with their caregivers to developing an independent sense of self. |
| Mahler's Normal Autism (0-2 months): | Infants are self-absorbed and not yet aware of the external world. |
| Mahler's Symbiosis (2-6 months): | Infants begin to recognize the mother as a separate entity. |
| Mahler's Differentiation (6-10 months): | Infants become more aware of their own body and the external world. |
| Mahler's Practicing Subphase (10-16 months): | Infants explore their environment and develop a sense of independence. |
| Mahler's Rapprochement (16-24 months): | Infants seek proximity to the caregiver while also exploring independently. |
| Mahler's Consolidation (24+ months): | Children develop a more stable sense of self and independence. |
| Genetic Processes in Early Development: Prenatal Brain Development (4) | Neurulation, Proliferation, Cell Migration, Differentiation |
| Neurulation | Formation of neural tube (develops into brain/spinal cord); occurs 2 wks after conception; est. basic framework for entire CNS |
| Proliferation: | Rapid multiplication of cells in ventricular zone; forms marginal zone, which becomes outer layer of developing brain. |
| Cell Migration: | Movement of neurons to their correct locations in the cortex; arranged in "inside-out" sequence; ensure neurons are properly positioned for optimal function. |
| Differentiation: | Maturation of neurons, Including development of specialized structures like axons and dendrites; refinement of neural circuits, including programmed cell death (apoptosis) to remove excess cells. |
| The Prenatal Environement Factors (3) | Nutrition, Toxins, Maternal Stress |
| Nutrition: | Folic Acid intake is crucial for proper development of neural tube (forms brain/spinal cord); lack of it can lead to neural tube defects. General Nutrition: balanced diet is essential to overall growth and development of the fetal brain. |
| Toxins | Alcohol can cause Fetal Alcohol Syndrome (FASD), which can result in cognitive, behavioral, and physical problems. Other Toxins, such as lead, mercury, and certain chemicals can also have deleterious effects on brain development. |
| Maternal Stress | High levels of maternal stress can release cortisol that corss the placenta and affect the developing fetal brain. Chronic stress can disrupt the development of the prefrontal cortex and the HPA axis, leading to long-term cognitive and emotional problems. |
| Postnatal Brain Development factors (3) | Synaptogenesis, Synapse Pruning, Myelination |
| Synaptogenesis | Formation of synapses, points of contact between neurons; peaks in first year of life; essential for development of sensory, motor, and cognitive functions. Synapses allow neurons to communicate, forming neural networks that underlie learning/memory. |
| Synapse Pruning | Elimination of unused synapses & strengthening of remaining ones based on child's experiences; begins in first year into early adulthood; helps refine neural circuits (more efficient); highlights need for stimulating environment |
| Myelination | Process where axons are wrapped in a fatty substance called myelin; continues into early adulthood; enhances speed and efficiently of neural communication; crucial for development of complex cognitive and motor skills |
| The Postnatal Environment factors (4) | Sensory & Motor experiences, Social and emotional support, Early interventions strategies, Adverse environmental factors |
| Sensory and Motor Experiences | Infants start with a broad sensitivity to sounds that becomes more specialized as they are exposed to their native language, exposure efines neural connections, Physical interactions with the environment help strengthen neural pathways & promote skills |
| Social and Emotional Support | Positive interactions and early language exposure further enhance brain development; promoted by caregivers who are responsive/nurturing; stimulating/supportive setting can enhance brain plasticity & developmental outcomes. |
| Early Intervention Strategies | Recognizing developmental delays early allows for prompt intervention which can significantly improve long-term outcomes for children with developmental challenges. |
| Adverse Environmental Factors | lack of adequate sensory and social stimulation can negatively impact neural development. Persistent stress can affect brain regions critical for learning and emotional regulation, potentially leading to long-term challenges. |
| ADHD is approximately 75% heritable, with learning disorders being 4 to 10 times more common among first-degree relatives. T/F | True |
| Intellectual Disabilities - specifically genetic disorders such as Tay-Sachs, PKU, and Fragile X Syndrome can lead to intellectual disabilities. T/F | True |
| Epigenetic factors, which involve environmental influences on gene expression, are particularly important in the development of ASD. T/F | True |
| The formation of attachment styles is heavily influenced by the quality of early caregiver-infant interactions. T/F | True |
| The effects of early attachment experiences can be long-lasting. T/F | True; Those w/ secure attachments likely to develop into well-adjusted adults, those with insecure attachments face ongoing challenges. Early interventions (parent-child therapy and support programs) can help mitigate negative impacts. |
| Secure Attachment | develops when caregivers are consistently responsive and sensitive to the child's needs. Children with secure attachments feel safe and understood, which encourages them to explore their environment and develop strong social and emotional skills. |
| Avoidant Attachment | arises from unresponsive or dismissive caregiving. Children with avoidant attachment tend to be self-reliant and may avoid seeking comfort from their caregivers, leading to difficulties in forming close relationships later in life. |
| Ambivalent Attachment | results from inconsistent caregiving, where the caregiver is sometimes responsive and sometimes unresponsive. Children with ambivalent attachment are often anxious and clingy, as they are unsure whether their needs will be met. |
| Disorganized Attachment | most complex & problematic attachment style, developing from erratic or frightening caregiving. Children with disorganized attachment lack coherent strategies for managing anxiety and stress, which can lead to significant emotional and behavioral issues. |
| 4 Main Types of Attachment Styles (develop in early childhood) | 1) Secure Attachment, 2) Avoidant Attachment, 3) Ambivalent Attachment, 4) Disorganized Attachment |
| Positive family dynamics, characterized by warmth, responsiveness, and consistent routines, can enhance a child's cognitive and social skills. T/F | True |
| Family stress, conflict, and instability can have detrimental effects on a child's development, leading to issues such as behavioral problems, emotional difficulties, and academic challenges. T/F | True |
| The __________ _________ is one of the most significant factors in early childhood development. | family environment |
| __________ ___________ is a key component of a supportive family environment. | Parental involvement |
| ______________ ___________ is another important environmental factor in early childhood development. | Socioeconomic status (SES) |
| The _______ ___________ and _____________ also shape children's experiences. | broader community; neighborhood |
| Living in high-risk or high-stress environments can increase the likelihood of behavioral and emotional difficulties. T/F | True |
| Socioeconomic factors, _________ ______, and societal norms, all influence children's mental health. | cultural values |
| Disparities in the availability and cultural sensitivity of mental health providers may prevent some families from accessing support. T/F | True |
| Research shows that too much screen exposure can reduce physical activity, disrupt sleep, and limit social interaction, contributing to issues like obesity, sleep disorders, and social and emotional difficulties. T/F | True; it can also impair cognitive development (specifically attention and executive function) |
| Children who exceed 1.5 hours of daily screen time at age 2 tend to have lower language and academic skills and more peer relationship difficulties by age 4.5. T/F | True |
| More than 3.5 hours of screen time per day at age 4.5 is linked to increased peer relationship problems by age 8. T/F | False; 2.5 hours |
| The World Health Organization (WHO) recommends no screen time for children under 2 and a maximum of two hours per day for children aged 2 to 5. T/F | False; maximum of one hour per day |
| While some forms of screen use can be beneficial, context and content matter. T/F | True |
| Interactive screen use, such as video calls and co-viewing with parents, can enhance learning and social development. T/F | True |
| _________ _______________—regardless of content—is generally associated with poorer outcomes, including lower vocabulary, communication, numeracy, and writing skills, as well as greater difficulties in peer relationships. | Excessive screen use |
| High-quality educational content, especially when combined with parental engagement, offers cognitive benefits. T/F | True |
| Cultural influences operate at both family and societal levels and can shape children's developmental outcomes. T/F | True |
| Cultural norms shape parenting practices and family expectations. T/F | True; In some cultures, emotional expression and independence are encouraged, while in others, obedience and emotional restraint are valued. |
| ___________ ____________ surrounding mental health varies across communities. | Cultural stigma |
| Cultural mismatches between parents and children can lead to stress and conflict. This often occurs in families undergoing _________________, where children may adopt the values and behaviors of a new culture more quickly than their parents. | Acculturation |
| Programs like home visiting initiatives support parents by improving ____________ __________ and strengthening the family environment. | parenting skills |
| Community-based services that offer access to high-quality early childhood education and healthcare are equally vital in promoting healthy development. T/F | True |
| The Nurse-Family Partnership is an evidence-based, national program that pairs first-time, low-income mothers with specially trained nurses from pregnancy through _____________. | the child’s second birthday. |
| The Nurse-Family Partnership is a powerful example of _______ _________ in ____________ intervention—addressing maternal health, parenting support, child development, and socioeconomic stressors through regular home visits. | allied health; early |
| Even ______ ______________ _______ of sleep per night in young school-age children has been linked to measurable improvements in emotional functioning, attention, and memory. | one additional hour |
| Up to ______ of preschoolers may experience significant sleep disruptions. | half |
| Sleep terrors, nightmares, sleepwalking, or bedtime resistance can be early markers of ___________ ________ or developmental concerns. | emotional distress |
| Common sleep problems in young children (2): | Behavioral insomnia; Parasomnias |
| Behavioral insomnia | often emerges when a child depends on specific routines—like being rocked to sleep or watching television—to fall asleep. These associations can create persistent difficulties initiating or maintaining sleep independently. |
| Parasomnias | sleep terrors or confusional arousals, are also common in childhood and usually occur during deep non-REM sleep. While frightening to witness, they are often benign and outgrown with time. |
| _________ and _____ _____________ are intimately connected. | Sleep; emotional development |
| _________ ____________ ___________ have been linked to later anxiety and depression. | Early sleep disturbances |
| Children with __________, ADHD, or _______ ___________ are far more likely to experience chronic sleep difficulties, which can worsen attention, irritability, and self-regulation. | Autism; mood disorders |
| Sleep should not be viewed as an isolated issue, but as a reflection of broader biopsychosocial processes—including: | temperament, parenting style, family routines, and environmental factors like media exposure or trauma history. |
| From a social work perspective, assessing sleep should include both ________- and ________- level factors. | child; family |
| he BEARS screening tool stands for: | Bedtime issues, Excessive daytime sleepiness, Awakenings, Regularity, and Snoring |
| he BEARS screening tool is a simple, practical method to: | flag common problems |
| Effective interventions often start with sleep hygiene education and parent coaching. T/F | True |
| ___________ ________ __________ can help even young children learn to fall asleep more independently, while building resilience and self-regulation. | Cognitive behavioral strategies |
| For more entrenched or trauma-related sleep issues, more targeted therapeutic approaches may be needed, including ___________ _____________ or _______________ _________________ | nightmare rehearsal; behavioral desensitization |
| How does sleep contribute to a child's development? | It allows the brain to consolidate and remember what was learned during the day. |
| Do not compare your child’s sleep needs with others because : | there is a huge range of what is considered normal. |
| R.E.S.T. stands for: | regularity, environment, sleep need, and transition |
| When it comes to sleep, some cues are universal, though every child is ____________. | different; ex. some may seek more comfort when tired |
| It is important to support the child's decision in sleep need. T/F | True |
| Timing in sleep is critical. T/F | True |
| ______________ is key with those who care for your child to _________ ___________ sleep schedules. | Communication; maintain routine |
| Developmental delays can impact various domains of development, including (4): | Cognitive Skills, Social Skills, Emotional Skills, Physical Skills |
| Emotional skills | Managing and expressing feelings |
| Physical skills | Motor development and coordination |
| Social skills | Interaction with peers and adults |
| Cognitive skills | Learning, problem-solving, and memory |
| Early identification and intervention are crucial to ensure that: | children reach their full potential |
| What contributes to developmental delay? (3) | Genetic factors, Environmental factors, Adverse Caregiving Environments |
| Signs of Developmental Delay (5) | Milestone delays, Cognitive challenges, Social difficulties, Motor issues, Behavioral/Emotional challenges |
| Milestone Delays | Delays in sitting, walking, or talking |
| Cognitive Challenges | Difficulties with problem-solving and memory |
| Social Difficulties | Problems engaging with peers or adults |
| Motor Issues | Poor coordination |
| Behavioral and Emotional Challenges | Difficulty following instructions; Challenges with emotional regulation |
| A _____________ ____________ by healthcare professionals is essential for assessing developmental delays. | comprehensive evaluation |
| A comprehensive evaluation for assessing developmental delays generally includes: (3) | Review of medical history, Behavioral observation, Standardized developmental testing |
| Common Intervention Approaches include (3) | Early Intervention (i.e., ST, OT, Behavioral); Multidisciplinary collaboration (Peds, Psych, therapists, educators - create plan); Parental involvement (engage in daily activities to promote involvement) |
| Two critical concepts in early childhood development: | Risk & Resilience |
| Risk factors are: | conditions/experiences that increase the likelihood of negative outcomes – such as behavioral, emotional, or developmental challenges. |
| Resilience refers to: | a child's ability to overcome risks and thrive in the face of adversity. |
| Recognizing how risk factors and resilience interact is essential for creating effective interventions that support healthy development. T/F | True |
| Common Risk Factors in Early Childhood (3) | Biological factors, Environmental factors, Adverse Childhood Experiences |
| Adverse Childhood Experiences (ACEs): | Experiences such as neglect, abuse, and household dysfunction. These experiences can have lasting effects on both physical and mental health, potentially leading to behavioral and emotional challenges later in childhood. |
| __________ __________ are the protective elements that help children counteract risks. | Resilience factors |
| Key Resilience Factors (2) | Individual attributes, Supportive Environments |
| Individual Attributes | A child's temperament, problem-solving skills, and effective coping strategies. |
| Children facing risks may show signs of: (4) | Behavioral issues, Social difficulties, Academic challenges, Emotional stress |
| Children that are resilient show: (3) | use of Positive Coping Strategies, Strong Social Skills, Self-Efficacy |
| Assessing a child's Risk & Resilience includes (3): | Reviewing history, Behavioral observation, Standardized tools (i.e. Strengths and Difficulties (SDQ) or Child Behavior Checklist (CBCL) instruments to identify key factors |
| Interventions to support Resilience (3) | Early Intervention Programs, Multidisciplinary Approach, Caregiver Support |
| _____________ ____________ were based on the tradition of Galen, a second-century Greek physician who had suggested that disease occurred due to an excess in the production of any one of the four body “humors," (blood, yellow bile, black bile, and phlegm | Humoral Theories |
| English philosopher and physician _____ ______ (1632–1704) advocated individual rights, asserting that children deserved to be cared for sensitively and raised with affection. | John Locke |
| Locke suggested that children are born as a tabula rasa, _ _____ _____ without preformed mental content or innate ideas, upon which the environment plays a major role in the development of the personality. | a blank slate |
| Locke's ideas later became a key tenet of psychoanalytic theory. T/F | True |
| The first physician who documented his efforts to help a special-needs child. | Jean-Marc Itard (1775-1838) |
| Itard's efforts to understand and socialize a child abandoned in the countryside at the age of 2 or 3 and found at age 11 or 12, placed : | emphasis where none had been noted in society prior to that time. |
| Philippe Pinel (1745-1826) was known as : | the father of French psychiatry |
| Pinel discarded the long-held notion that mental illness was due to __________ by _____ and began to classify his observations of the mentally ill. | possession; demons |
| Who developed the concept of "moral treatment," which included the idea that moral discipline should accompany all treatment interventions? | Philippe Pinel |
| Who worked solely with adults and due to their work, the unique difficulties of the mentally ill began to be appreciated? | Philippe Pinel |
| Who was Benjamin Rush (1745-1813)? | writer, educator, humanitarian who shed light on the difficulties of the mentally ill/ society began to take note of their difficulties; his picture on seal of the American Psychiatric Association, advocated to abolish slavery & signed the Decl of Ind |
| Who wrote the Medical Inquiries and Observations Upon the Diseases of the Mind, the first American textbook on psychiatry? | Benjamin Rush |
| Who is Dorothea Dix (1802-1887)? | American became important teacher and social reformer for treatment of the mentally ill; established over 2 dozen benevolent mental hospitals; addressed inequities of care |
| The first efforts at explaining mental illness from a biological vantage point focused on identifying a physical cause within the patient and often resulted in blaming the individual for the illness. T/F | True |
| During the late 19th and early 20th centuries, emerging ideas of public health and medicine—such as _______, _______, and ______—were at times paradoxically used against the mentally ill, to prevent the “insane” from interacting with the rest of society | eugenics, sterilization, and institutionalization |
| Poverty is associated with a decrease in total gray matter brain tissue among infants and toddlers. T/F | True |
| One in 3 girls and 1 in 7 boys will be sexually assaulted before the age of 18, and over 90% of these victims know their attackers. T/F | True |
| As many as ____ of abused and neglected children will subsequently abuse their own children, passing the abuse and its associated consequences on to the next generation. | 30% |
| A RISK FACTOR is defined as: | a variable (being physically abused as a child, growing up in poverty, etc.) that increases the likelihood of a negative outcome (psychopathology, disability, etc.). |
| Psychopathology | Scientific study of mental disorders, including classification, causes, treatment |
| Primary RISK FACTORS for child psychopathology, include: | poverty, inconsistent and deficient caregiving, parental mental illness, death of a parent, breakup of the family, homelessness, community disasters, early pregnancy, and neonatal complications. |
| A RESILIENCE FACTOR is: | a variable that decreases the likelihood of a negative outcome, despite the individual’s being at risk for psychopathology. |
| Resilience factors are easier to categorize but may change over time depending on the child and the environment. T/F | False; much more difficult to categorize, and may change over time |
| Resilience factors may include: | ypically include self-confidence, flexibility in one’s approach to problem solving, intelligence, coping skills, and emotional support from trusted family members and friends. |
| Poverty correlates with many other difficulties, including (7) | lower salaries, decreased educational achievement, poor access to health care, inadequate nutrition, a single-parent home, limited resources, and an increased likelihood of exposure to violence. |
| Poverty is also associated with a decrease in total gray matter brain tissue in infants and toddlers. T/F | True |
| The worse the poverty, the greater the incidence of childhood violence. T/F | True |
| Low socioeconomic status correlates with higher rates of conduct disorder, chronic illness, and school problems, hyperactivity, and emotional disorders as those from higher socioeconomic status. T/F | True |
| Virtually all neurodevelopmental disorders are more common in ______ than ________ for unknown reasons. | girls; boys |
| some of this disparity in disorders between males and females is due to males having a single X chromosome, in contrast to females’ ___ X chromosomes (which provides compensation in the case of a genetic error on a single X chromosome) | two |
| Another reason there may be more boys diagnosed with neurodevelopmental disorders than girls. | The established definitions of these disorders. For example: boys may fight or damage property, while girls may demonstrate aggression by gossiping or spreading rumors. |
| Although the same when young, as they age, girls show greater rates of _________ troubles. | internatlizing |
| Although boys typically show greater rates of _________ behaviors when they are young, this typically stabilizes with rates of girls as they age. | externalizing |
| Resilient girls are generally raised within households where _______ ______________ and ________________ are encouraged. These girls also have significant emotional support from a primary female caregiver, such as a mother, older sister, or grandmother. | risk taking; independence |
| Resilient boys are generally raised with a positive male role model, such as a father, older brother, or grandfather. Boys appear to benefit from ___________ _______ and ______ within the home, along with encouragement to express their emotions | significant structure; rules |
| Adolescence, the period between childhood and adulthood, is the physically healthiest time of life. T/F | True |
| Overall morbidity and morality rates increase by ______% between late childhood/early adolescence (10-14 yrs) and later adolescence (15-19 yrs), primarily due to risky behavior due to changes in ______ and _________ that take place during adolescent yrs. | 200; cognition, emotion |
| The 3 most common causes of death in adolescence are ____________, ____________, and __________--. | accidents, homicide, and suicide (additionally, signes of psychopathology increasesgreatly during this time) |
| Rates of substance abuse, eating disorders, anxiety disorders, and _________ disorders rise greatly during the ________ years, leading to major increases in morbidity. | psychotic; teen |
| The greatest concern during adolescence is sensation seeking and _____ -______ _____________. | risk taking behavior |
| __________ and _________ charged behavior is characteristic of adolescents. | Erratic; emotionally |
| This lobe of the brain, associated with executive functions, grows more slowly and is not fully developed until the late ____'s. | frontal; 20's |
| Motor tracks, responsible for physical movement and coordination are fully mature and networked by ____ to ____ years of age. | 15-16 |
| The social/emotional brain (amygdala, hippocampus, anterior thalamus) is fully developed by ___-___________, explaining why adolescents feel emotions so _____________. | mid-adolescence; intensely |
| The newest part of the brain which makes us truly human and acts to inhibit impulsive and motivational drives is: | the prefrontal cortex |
| Hormones such as _______ (which drives bonding and formation of intimate relationships) and ___________ (which drives competition among peers – both contribute to further risky behavior. | oxytocin; testosterone |
| Normative pruning of serotonin circuits in the adolescent brain also leads to an increase in ___________, _____________ behaviors, and a decrease in ________. | impulsivity; maladaptive; sleep |
| Mental illness increasingly can be traced to specific causes or etiologies and most often expresses itself in characteristic patterns depending on the illness. T/F | True |
| Symptoms of depression are reproducible in patient after patient and include: | difficulties with sleep, appetite, energy level, concentration, mood, pleasure-seeking behavior or motivation, hopelessness or guilt, slowed or agitated thinking, and suicidal thoughts. |
| Mental illness increasingly can be traced to specific causes or etiologies and most often expresses itself in characteristic patterns depending on the illness. T/F | True |
| In defining a psychological disorder, look for a pattern of behavioral, cognitive, emotional, and physical symptoms demonstrated by an individual that result in some level of ________, a risk of suffering further _______, or _________. | disability, further harm, distress |
| In words of psychiatry: there must be an associated ___________ impairment,' that is, a diagnosis that is ___ __________, regardless of symptoms, without ___________ or difficulty in achieving one's milestones or maintaining success. | functional; not valid; impairment |
| The DSM is phenomenological in that it __________ ___________ on symptoms or phenomena, and a certain number of symptoms are required to meet diagnostic critera. | builds diagnoses |
| Although individuals with diagnosable sleep problems generally have higher rates of mood and anxiety disorders than the general population, the vast majority do not suffer ___________ _______________ _______________. | major psychiatric impairments |
Created by:
hdemerly