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Lecture

PSY240 Lec 4- Childhood disorders (externalizing disorders) .docx

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Department
Psychology
Course
PSY240H5
Professor
Tina Malti
Semester
Winter

Description
PSY240 Jan 28 th CHILDHOOD DISORDERS externalizing disorders  Externalizing behavior disorders  Attention deficit/hyperactivity disorder (ADHD)  Inattention child gets distracted to easily, hard to handle  Hyperactivity child fidgets with hands and feet, constantly moving, difficult in concentrating on an activity  Impulsivity intrudes on others, interrupts conversations  Struggles  Cannot control much, they want everything done immediately  Disorganized, no fine motor skills  Strengths  Quick in doing things  Use energy constructively  Think outside the box  Very creative and playful  How to recognize symptoms in children -> VIDEO  Note capacity for concentrating, difficulty in concentrating and following instructions, if they talk excessively, attention seeking, how long the behavior is going on (if more than 6 mo, then might be adhd),  Sometimes symptoms only occur in one context than others (sometimes teachers experience more than parents)  Main causes  Immaturity of brain in frontal lobes  corpus collosum , and dopamine may play a role  Genetic predisposition  Prenatal and birth complications  Disrupted family  Consequences  Can’t learn very well, problems in school  Inability to socialize and maintain relationships  Aggression, if impulsivity is out of control, then increase in aggression  Substance abuse  Treatments  Drug therapy Ritalin psycho stimulant  Behavioral interventions cog behavior and behaviour therapy works, reinforce positive behaviors (use rewards)  Implement immediate consequences if they do not behave in a way that is appropriate  Use visual cues, and be very clear and give step by step instruction  Conduct disorder more severe  Symptoms behaviors that violate basic rights of others  Initiates physical fights, bullies another, weapons in fights, runs away from home, skips school  Oppositional defiant disorder (assertiveness in clover extremes) earlier in a child’s life  Argumentativeness, easy loss of temper negativity)  Refuses to comply  Deliberately tries to annoy others, angry, spiteful, blames other for their mistakes or misbehaves  Clover model developmental needs  Power, voice, leadership in assertiveness clover  Physical activity, movement, impulse in active engagement clover  Imp to match treatment to patient  Clover model assertiveness on a continuum  Struggles  Stigmas  Want complete controls, stubborn and inflexible  Seen as manipulative  Ignore group rules  Strengths  Decisive  Proactive  High leadership potential  Influential  Autonomous  The development of aggression  Origins of aggression in infancy  Instrumental aggression hot someone with a toy on head  Physical retaliation  Physical aggression declines and verbal aggression increases to threaten a child  Physical aggression rare in middle school  OVERALL, aggression tends to decline  Causes of aggression poverty, abuse, dysfunctional family,  etiology for conduct disorder and ODD  environmental factors  deficits in brain regions such as executive functioning is different  difficult temperament very demanding and difficult as infants  lower physiological arousal to reward and punishment harder to teach them  serotonin imbalance  higher testosterone  low SES—socioeconomic status  poor parental supervision (neglect, mal treatment children often not supervised)  delinquent peer groups  cognitions that promote aggression  culture and music  “gangster” ment
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