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Chapter 28
Psychiactric
| Question | Answer |
|---|---|
| More than one psychiatric diagnosis present | Comorbidity |
| Alterations is neurotransmitters | Biochemical factors |
| Abuse, overcrowding, low socioeconomic status, foster care | Examples of Environmental factors |
| Information about the childs current matutational level compared with chronological age | Developmental Assessment |
| Specific goals are identified and outlined for each family member | Family Therapy |
| Takes the form of play to introduce ideas and work through issues | Group therapy for younger children |
| Combines play, learning new skills, taking turns, sharing with peers | Group therapy for grade-school children |
| Involves learning skills and talking, focusing largely on peer relationships and working through specific problems | Group therapy for adolescents |
| The mechanism for structuring inpatient, residential, and day treatment programs (safe environment) | Milieu Management |
| Involves rewarding desired behavior to reduce maladaptive behavior | Behavioral Therapy |
| Patients should be monitored this amount of time when in restraints | 15 minutes |
| After restraints are removed, staff should meet to discuss what happened and meeting should be documented | Debreifing |
| A quiet room that is carpeted and supplied with soft objects that can be pinched and thrown | Feelings room |
| A quiet room that containsitems for relaxation and mediation | Freedom Room |
| Requires child to go to a designated room or sitting on the outside of an activity until self control is regained | Time Out |
| Based on the ideas that negative and self defeating thoughts lead to psychiatric pathology and that learning to replace these thoughts with more realistic and accurate appraisals results in improved functioning | Cognitive Behavioral Therapy |
| Child learns to master impulses and adapt to the environment; serves as a means of communication to asses developmental stage and emotional status | Play therapy |
| Characterized by severe and pervasive impairment in reciprocal social interaction and communication skills, usually accompanied by stereotypical behavior, interests and activities | Pervasive Development Disorder (PDD) |
| Language delays, lack of make believe, failure to develop friendships, limited eye contact and facial expressions | Autistic Disorder |
| Exhibits restrictive and repetitive patterns of behavior; idiosyncratic interest such as learning bus schedules, dates, etc. | Aspergers Disorder |
| Only in females, associated with electroencephalographic abnormalties, siezure disorders, abnormal gait, impaired head growth, and severe profound mental retardation | Rhetts Disorder |
| Lack of intellectual development that impairs function, learning, communication, interpersonal skills, and social adjustment | Mental Retardation |
| Sparse hair, small head, flat face profile, broad short neck, short stubby fingers, prodruding abdomen, protruding tongue | Downs Syndrome |
| Show inappropriate degree of inattention, impulsiveness, and hyperactivity | Attention Deficit Hyperactivity Disorder (ADHD) |
| Recurrent pattern of negativistic, disobedient, hostile defiant behavior toward authority figures without serious violation to the basic rights of others | Oppositional Defiant Disorder |
| Characterized by by persistent pattern of behavior in which the rights of others are violated | Conduct Disorders |
| Children become excessively anxious when seperated from their home or parental figures | Seperation anxiety Disorder |
| A persistant reexperiencing of a highly tramatic event to which the individual responded with intense fear, helplessness, or horror | Posttraumatic Stress Disorder |
| Characterized by motor and verbal tics that cause marked distress and significant inpairment in socail and occupational functioning | Tourettes Disorder |
| The repeated regurgitation and rechewing of food without apparent nausea, retching, or gastrointestinal problems | Ruminaion Disorder |
Created by:
jamie.stover
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