Fall 2011 - Study Guide for Midterm
Chapters 6, 7, 8, 9
Chapter 6 - Conduct Disorder –
Be familiar with the following concepts and disorders:
•Differentiate conduct disorder from oppositional defiant disorder in terms of age, symptoms, severity of symptoms, age of onset, and prognosis.- conduct disorder (childhood) will display one symptom before the age of 10, symptoms- repetitive, persistent pattern of severe aggressive and antisocial acts: inflicting pain on others, stealing vandalism. more aggressive symptoms. more likely in boys, can persist to antisocial behavior over time. conduct disorder (adolescent)- as likely in boys and in girls. no severity or psychopathology of the early-onset group. less likely to commit violent offenses or persist in their antisocial behavior over time. •Childhood onset CD and adolescent onset CD
•Cognitive and verbal deficits of conduct disorder. •What part does co-occurring ADHD play in the cognitive and verbal deficits? •What is thought to be the underlying factor of learning problems of conduct disordered children? •Self-esteem deficits in CD
•Be familiar with the two types of family dynamics often found in the homes of CD children. •Prevalence of ODD and CD- life time prevalence rate of ODD and CD are 10% (11% for males 9% for females) and 9% respectively (12% for males 7% for females) •What is the typical symptom picture of girls with CD?- girls are more deviant than boys in relation to their same-age, same-sex peers. girls more covert. •Life-course-persistent path- describes children who engage in aggression and antisocial behavior at an early age and continue to do so into adulthood. •Adolescent-limited path- describes youngsters who antisocial behavior begins around puberty and continues into adolescence, but who later desist from these behaviors during young adulthood. •Behavioral activation system (BAS) Behavioral inhibition system (BIS)- BAS- stimulates behavior in response to signals of reward or nonpunishment. BIS- produces anxiety and inhibits ongoing behavior in the presence of novel events, innate fear stimuli, and signals of nonreward or punishment. •Possible prenatal and genetic factors of CD
•Attachment factors and family instability- general family disturbance- include parental mental health problems, a family history of antisocial behavior, marital discord family instability, limited resources, and antisocial family values. specific disturbances include excessive use of harsh discipline, lack of supervision, lack of emotional support and involvement, and parental disagreement about discipline. •Parent management Training (PMT)- teaches parent to change their child's behavior in the home and in other settings using contingency management techniques. the focus is on improving parent-child interactions and enhancing other parenting skills (eg. parent-child communication, monitoring and supervision) •Problem-solving skills training- addressing cognitive distortion, family therapy, couples therapy. - identifies the child's cognitive deficiencies and distortions in social situations and provides instruction, practice, and feedback to teach new ways of handling social situations. The child learns to appraise the situation, change his or her attributions about other children's motivations, be more sensitive to how other children feel, generate alternative and more appropriate solutions.
Chapter 7 – Anxiety disorders
Be able to define the following anxiety disorders in terms of symptoms, age of onset, prevalence, gender picture, etiology, course- the entire duration of the disorder, prognosis or outcome, and be able to differentiate them from each other.
•Separation anxiety disorder (SAD)- is the distress, significant that goes on for a while, of being separated from one's...