Samenvatting
Samenvatting physiotherapy in mental health care and society
- Instelling
- Universiteit Antwerpen (UA)
Samenvatting van alle lessen physiotherapy in mental health care and society
[Meer zien]Voorbeeld 4 van de 109 pagina's
Voorbeeld 4 van de 109 pagina's
In winkelwagen
Voorbeeld van de inhoud
Child and Adolescent psychiatry - Dirk van West1. Introduction
• Specificity of Child and Adolescent Psychiatry
o Children and (young) adolescents usually do not seek help themselves for their
problems.
o Children and adolescents depend on their family and their functioning is often
directly related to the family situation.
o Information from several informants is strongly taken into account when assessing
problems in children and adolescents.
o Children and adolescents are biologically and psychosocially immature.
o The level of development of the children or adolescent determines the manner of
communication (importance of communication skills!).
o Intervention techniques and the organization of care for children and adolescent
differs from those for adults.
• Definition psychiatric disorders in Children or Adolescents
o Not age appropriate
o Could not not be adjusted
o Impairment of general functioning and “burden” (itself and/or environment)
o Stagnation in his/her development
o Biopsychosocial approach
o Developmental psychopathology
• Categorical approach – DSM-5
o Three sections
▪ General introduction
▪ 20 main categories
▪ Categories “under study” (internet gaming disorder, non suicidal self-injury)
o No multi-axial system
o New categories
▪ DMDD: disruptive mood dysregulation disorder
▪ MND: minor neurocognitive disorder
▪ BED: binge eating disorder
o Disappeared:
▪ Asperger
• Dimensional approach
o Explanatory diagnostics
o Cut-off point normal – abnormal
Mild Moderate Severe
1
,• Child and adolescent psychiatric assessment (CAPA)
o Informant
▪ Parents
• Reason for referral
• Developmental anamnesis
o Pregnancy/birth
▪ Somatic condition, medicins, smoking and drug
(ab)use mother, birth complications and postnatal
condition of the child, prenatal stress, psychosocial
circumstances of the mother and her family
o First months
▪ Quality of child-parent relationship (attachment:
veilig, angstig-vermijdend, angstig-afwerend of
geseorganiseerd), child’s temperament, psychosocial
circumstances
o Motor development
o Language and speech
▪ Semantic problems
▪ Morphologic problems
▪ Pragmatic problems
o Maturation of bladder control
o Attachment and social relations
o Life events
o Cognitive, emotional, social and somatic functioning during
lifespan
• Child and family anamnesis: interaction child-parent, relation
parents, family activities
• Current functioning of the child/adolescent
▪ Children and adolescents
• > 16 jaar: jongere kan zelfstandig hulp zoeken: oordeelsbekwaam
• Cognitive development
o Testing intellegence (IQ)
o School progress testing (LVS)
• Social development
• Emotional development
• Somatic development
o Developmental neurological research
▪ “soft signs” (walking on tiptoe, hypotonic)
▪ “minor physical anomalies” (hypertelorism,
deformed ears)
▪ Teachers
• School progress
• Behaviour class and playground
• Relation child/adolescent-teacher and child/adolescents vs peers
▪ Clinicians
2
, o Diagnostic methods
▪ Questionnaires
• Reliability
o Test-retest reliability
o Interrater reliability
• Validity
o Content validity
o Construct validity
o Criterion validity
▪ Interview
▪ Observational methods
• Child and Adolescent Psychiatric Disorders
o Developmental disorders
▪ ADHD
▪ ASS
▪ Disorders of speech, language and communication
▪ Disorders of motor development
▪ Learning problems
o Externalizing disorders
▪ Oppositional defiant disorder (ODD)
▪ Conduct disorder (CD)
o Internalizing disorders
▪ Mood disorders
▪ Anxiety disorders
o Eating disorders
▪ Anorexia nervosa
▪ Boulimia nervosa
▪ Binge eating disorder
o Others
▪ Emotion regulation disorders
▪ Attachment disorder
▪ Selective mutism
2. Developmental disorders
2.1. ADHD
• Persistent pattern of inattentions and/or hyperactivity – impulsivity that interferes with
functioning or development
• Primary features
o Cluster of three symptoms
▪ Inattention
• Focused attention
• Divided attention
• Sustained attention
▪ Hyperactivity
▪ Impulsivity
3
, • Clinical manifestation (DSM 5)
o Inattention:
▪ Fail to pay attention to details or make careless mistakes in schoolwork
▪ Have trouble staying focused in tasks or play
▪ Appear not to listen, even when spoken to directly
▪ Have difficulty following through on instructions and fail to finish schoolwork
or chores
▪ Have trouble organizing tasks and activities
▪ Avoid or dislike tasks that require focused mental effort, such as homework
▪ Lose items needed for tasks or activities, for example toys, school
assignments, pencils
▪ Be easily distracted
▪ Forget to do some daily activities, such as forgetting to do chores
o Hyperactivity and impulsivity:
▪ Often fidgets with or taps hand or feet, or squirms in seat
▪ Often leaves seat in situations when remaining seated is expected
▪ Often runs about or climbs in situations where it is not appropriate
(adolescents or adults may be limited to feeling restless)
▪ Often unable to play or take part in leisure activities quietly
▪ Is often “on the go” acting as if “driven by a motor”
▪ Often talks excessively
▪ Often blurts out an answer before a question has been completed
▪ Often has trouble waiting their turn
▪ Often interrupts or intrudes on others (e.g. butts into conversations or
games)
• Clinical manifestation – additional features
o Duration: symptoms were present for the last 6 months
o Age of onset: before age 12 years
o Pervasiveness: present in 2 or more settings (home, school/work, friends,…)
o Impairment: symptoms interfere or reduce the quality of social, school or work
functioning
o Exclusion: symptoms are not better explained by another medical disorder
• Developmental psychopathology
o Preschoolers
▪ Reduced intensity and duration of playing
▪ Motor hyperactivity
▪ Associated problems:
• Developmental deficits
• Oppositional defiant behaviour
• Problems social development
o Primary school
▪ Distractibility
▪ Motor hyperactivity
▪ Impulsive behaviour
▪ Disruptive behaviour
4
Voordelen van het kopen van samenvattingen bij Stuvia op een rij:
√ Verzekerd van kwaliteit door reviews
Stuvia-klanten hebben meer dan 700.000 samenvattingen beoordeeld. Zo weet je zeker dat je de beste documenten koopt!
Snel en makkelijk kopen
Je betaalt supersnel en eenmalig met iDeal, Bancontact of creditcard voor de samenvatting. Zonder lidmaatschap.
Focus op de essentie
Samenvattingen worden geschreven voor en door anderen. Daarom zijn de samenvattingen altijd betrouwbaar en actueel. Zo kom je snel tot de kern!
Veelgestelde vragen
Wat krijg ik als ik dit document koop?
Je krijgt een PDF, die direct beschikbaar is na je aankoop. Het gekochte document is altijd, overal en oneindig toegankelijk via je profiel.
Tevredenheidsgarantie: hoe werkt dat?
Onze tevredenheidsgarantie zorgt ervoor dat je altijd een studiedocument vindt dat goed bij je past. Je vult een formulier in en onze klantenservice regelt de rest.
Van wie koop ik deze samenvatting?
Stuvia is een marktplaats, je koop dit document dus niet van ons, maar van verkoper laureengelen. Stuvia faciliteert de betaling aan de verkoper.
Zit ik meteen vast aan een abonnement?
Nee, je koopt alleen deze samenvatting voor €0,00. Je zit daarna nergens aan vast.
Is Stuvia te vertrouwen?
4,6 sterren op Google & Trustpilot (+1000 reviews)
Afgelopen 30 dagen zijn er 80467 samenvattingen verkocht
Opgericht in 2010, al 14 jaar dé plek om samenvattingen te kopen