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6 views

Week 6 Notes

Uploaded by

Daniel Fields
Copyright
© © All Rights Reserved
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Download as PDF, TXT or read online on Scribd
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HUS 219 Community

Mental Health
WEEK 6
Milestones

Milestones for Infants Milestones for Children


 Smile at the sound of a familiar voice  Cooperate with other children
 Enjoy social play  Participate in fantasy play
 Respond to other people’s expressions of
emotion  Become more like their friends
 Recognize emotions through tones  Show more independence
 Cry in the absence of their parent or guardian  Have a stronger sense of right and wrong
 Imitate behaviors of others  Give more attention to friendships and
 Begin to have favorite toys teamwork
 Become more excited around other children  Peer pressure becomes stronger
 Express affection more openly
Milestones

Milestones for Adolescents


 Greater focus on self
 Increased moodiness
 Become more interested and influenced by peer groups
 Better able to express their feelings through talking
 Increase independence from parents
 Develop a deeper capacity for caring and sharing
Determinants of Mental Health for Infants,
Children, and Adolescents

 Gender and sex  Sleep and sleep patterns


 Parenting  Socioeconomic factors
 Friendships  Obesity
 Play
Attention Deficit Hyperactivity Disorder
(ADHD)

 Currently, 9.5% of children between the ages of 4 and 17 years have been diagnosed
with ADHD.
 “A persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with
functioning or development” that is characterized by inattention and/or hyperactivity
(DSM-5).
 Predominantly inattentive presentation
 Predominantly hyperactive-impulsive presentation
 Combined presentation
Autism

 The definition and classification of autism has changed in the past


decade.
 According to the DSM-5, autism spectrum disorder (ASD) is now defined as
“persistent deficits in social communication and social interaction across multiple
contexts.”
 Deficits in social-emotional reciprocity
 Deficits in developing, maintaining, and understanding relationships
 Deficits in nonverbal communicative behaviors used for social interaction
Feeding and Eating Disorders

 Feeding and eating disorders include a variety of


behaviors that lead to abnormal eating behaviors.
 Pica, rumination disorder, avoidant/restrictive food intake
disorder, anorexia nervosa, bulimia nervosa, binge-eating
disorder, otherwise specified feeding or eating disorder, and
unspecified feeding or eating disorder
 The most common eating disorders are anorexia
nervosa, bulimia nervosa, and binge-eating disorder.
Conduct Disorder

 “A repetitive and persistent pattern of behavior in which the basic rights of


others or major age-appropriate societal norms or rules are violated, as
manifested by the presence of at least three of the following 15 criteria in
the past 12 months from any of the categories below, with at least one
criterion present in the past 6 months:” (DSM-5)
 Aggression to people and animals
 Destruction of property
 Deceitfulness or theft
 Makes false statements to make gains or avoid obligations
 Taken items of significant value without confronting others
 Serious violations of rules
Oppositional Defiant Disorders

 The most common reasons for referral of children and adolescents to


outpatient mental health clinics and residential treatment centers
 “Pattern of angry/irritable mood, argumentative/defiant behavior, or
vindictiveness lasting at least 6 months as evidenced by at least four
symptoms from any of the following categories, and exhibited during
interaction with at least one individual who is not a sibling.” (DSM-5)
 Losing temper
 Arguing with adults
 Actively defying or refusing to comply with requests/rules
 Deliberately doing things that will annoy other people
 Blaming others for his or her own mistakes or misbehavior
 Being touchy or easily annoyed by others
 Being angry and resentful
 Being spiteful or vindictive
Youth Issues: Violence and Bullying

 Bullying has three major elements:


1. It involves a behavior that is deliberate or is aggressive towards
an individual (usually peers).
2. The behavior is repeated over time.
3. It involves a power imbalance (i.e., the bully is physically
stronger than the victim, or has more friends/social capital than
the victim).
 A bullying behavior can either be direct-physical (i.e.,
assault), direct-verbal (i.e., making a threat/insult), indirect-
relational (i.e., spreading rumors), or cyberbullying (i.e., using
electronic means to spread rumors, or make threats/insults).
Youth Issues: Suicide

 Suicide is the second leading cause of death among youth.


 Public health strategies that have been proposed by the National
Center for Injury Prevention and Control:
 Strengthen Economic Supports
 Strengthen Access and Delivery of Suicide Care
 Create Protective Environments
 Promote Connectedness
 Teaching Coping and Problem-Solving Skills
 Identify and Support People at Risk
 Lessen Harms and Prevent Future Risks
Youth Issues: Violence and Bullying

 Violence affects all youth to some extent; however, some groups are more
vulnerable.
 Four distinct types of risk factors can increase the chances that youth will be
involved with violence:
 Individual risk factors include having a history of victimization or of ADHD or other
learning disorders.
 Family risk factors include parents who use authoritarian parenting styles,
disengaged or uninterested parents, and living in poverty.
 Peer/social risk factors include having delinquent friends, gang involvement, and
social rejection by peers.
 Community risk factors include living in low SES areas, low levels of community
participation, and living in socially disorganized neighborhoods.

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