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Overview of childhood mental health disorders & pre natal exposure to alcohol & drugs
 

Overview of childhood mental health disorders & pre natal exposure to alcohol & drugs

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    Overview of childhood mental health disorders & pre natal exposure to alcohol & drugs Overview of childhood mental health disorders & pre natal exposure to alcohol & drugs Presentation Transcript

    • Brenda McCreight, Ph.D.Overview of Childhood Mental HealthDisorders & Pre-Natal Exposure toAlcohol & Drugs
    • Fetal Alcohol Brain
    • NAS affected brain
    • Characteristics of Fetal AlcoholSyndrome1. Challenges :academic :adhd :speech/language :information processing :patterning :sequencing *
    • Characteristics of Fetal AlcoholSyndrome2. Short impulse control 8. Confusion under pressure3. Inability to relate 9. Difficulty grasping behavior to abstract concepts consequences 10. Inability to manage4. No sense of connection to anger societal rules 11. Poor judgement5. Poor short term memory 12. Appear to be stubborn6. Inconsistent knowledge 13. Cannot generalize * base7. Poor personal boundaries
    • Fetal Alcohol Syndrome! Facial dysmorphology ! Learning disabilities! Central nervous and/or cognitive system impairment impairment! Inability to generalize ! Impulsivity! Inability to perceive ! Memory impairment/ patterns/ sequences inconsistent memory! Poor judgement ! Inconsistent knowledge base ! Poor boundaries *
    • Executive Function~ Goal formation~ Planning~ Carrying out goal-directed plans~ Effective performance *
    • Secondary Challenges* Mental Health Issues Over 90%* Disrupted school experience Over 60%* Trouble with the law Over 60%* Confinement Over 50%* Inappropriate sexual behavior Over 50%* Alcohol/drug problems Over 30%* Problems with employment Over 80%* Problems with independent living Over 80% (Streissguth, Kogan and Bookstein, 1996) *
    • Characteristics of children withpre-natal exposure to drugs~ Extreme behaviors ~ Lack of fear~ Lack of patience ~ Lack of remorse~ Lack of initiative ~ Short attention span~ Poor social skills ~ Cannot make transitions~ Poor impulse control ~ Ritualized behaviors~ Pre-occupied by subjects ~ Aggression~ Tendency to perseverate ~ Oppositional behaviors~ Sensory challenges ~ Incomplete attachment~ Cannot play ~ Cannot relate behavior to consequences *
    • Pre-Natal Marijuana ExposureImpacts pre-frontal brain function+ Reasoning+ Mood regulation+ Abstract thoughtAfter age three+ Executive function impaired+ Attention behavior+ Visual analysis/hypothesis testing *
    • 1 in 10 children in the U.S. has amental illness severe enough tocause some level of impairment.(National Institute of Mental Health, U.S., 2000) *
    • Depression1 in 33 children, 1 in 8 adolescents ! Persistent sadness ! Difficulty and/or irritability concentrating ! Low self-esteem ! Physical ailments ! Loss of interest in ! Increase or decrease normally enjoyed in overall activity level activities ! Suicidal ideation or ! Change in appetite attempts * and/or sleeping patterns
    • Conduct Disorder Aggression to people or animals Destruction of property Deceitfulness and/or theft Serious violation of rules in the home, the community and school *
    • Intermittent Explosive Disorder! Incidents of acts of aggression that result in serious assaults against people or property! The degree of aggression is grossly out of proportion to the triggers *
    • Oppositional Defiant Disorder! Frequent loss of ! Blames others temper ! Easily annoyed by! Argumentative others! Openly defiant and ! Angry and resentful non-compliant ! Spiteful and! Deliberately annoys vindictive* others
    • Obsessive Compulsive Disorder! Recurring and persistent ! Driven to repeat the thoughts, images, behaviors, such as impulses that are beyond hand washing, normal worries and are intrusive and create blinking, repeating anxiety and/or words silently, depression checking on items,! Are time consuming and etc. And must be done interfere with daily so according to rigid activities rules *
    • Bipolar Disorder! An expansive or ! Over or under irritable mood that sleeping changes rapidly ! Impaired judgement,! Depression impulsivity! Rages ! Dare-devil behaviors! Defiance of authority ! Craving for! Agitation, carbohydrates distractibility ! Delusions and hallucinations *
    • Tourette Syndrome! Repeated and ! Symptoms can include- involuntary body rapid eye blinking, throat clearing, sniffing, rapid movements movement of arms and! Uncontrollable legs, yelling, yelping, vocalizations jumping, touching things, smelling things or people, hitting or biting self, copralalia (swearing), compulsions and ritualistic behaviors, attention deficit disorder.*
    • Interacting Factors forRelationship Formation Sense of other > the ability to perceive others Attachment > ability to engage in reciprocal relationships Emotional regulation > ability to self- regulate affect and to self-monitor *
    • Perception of the relationship isfiltered through>· Genetics· Biology· Neurological systems· Development level/stage Environment *
    • Lack of an “inner place” results in > No place to return to Cannot postpone anything Inability to consider because it disappears options when the person is not thinking about it No predictability Changing your mind feels Cannot regulate thought like losing your mind Cannot priorize Past is not connected to Cannot contemplate the the present future Fill the inner place with Context sensitive addictive, behaviors and compulsions *
    • StrategiesPrioritize the learning and emotional needs for each:> Year> Month> Week> Day> Hour *
    • StrategiesPlan for some fun/success in each dayProvide a reduced stimulation work-stationAllow for fidgeting, restlessness, boredomMake each learning activity shortGive concrete instructions/use concrete languageBreak tasks down into smaller chunks *
    • StrategiesMake the rules and consequences clear and consistentReduce choices/teach choicesUse in/out baskets for workRemind the child of the schedule each dayPrepare ahead for change in routineTeach sequencing *
    • StrategiesTeach generalizationUse the child’s languageTeach how to make a checklist, keep a calendarTeach the most difficult subjects during the child’s most productive part of the day *
    • StrategiesWatch for irritability, mood swings- be proactiveBe aware of peer problems- alienation, isolation, depressionRepeat, re-teach, retrainStop using anything that does not work *
    • StrategiesEmotional age and chronological age may be very differentDevelop strategies for “freezing”Experiment with different strategiesFind a mentor or support group *
    • StrategiesReduce homework/work with parents on homeworkMake the child a partner in his/her education and therapy *
    • Qualities» Demonstrate flexibility/adaptability» Well informed/trained on adoption dynamics and issues» High self-esteem in mother or primary caregiver» Ability to accept difference» Resolution of own past traumas *
    • Qualities» Demonstrate stress management skills» Demonstrate strong advocacy skills» Demonstrate problem solving skills» Have strong support network» Sense of humor» Are older *
    • QualitiesSingle Parent– economic security– job flexibility– good self-care skills– babysitting/respite/back-up *
    • Interventions Provide a stable, predictable, controlled environment Create possibility for attachment Teach problem solving and conflict resolution Create successful dependence Set up opportunities for success Consistent reminders of the “rules” Teach how to act attached *
    • Key Words for Care Providers» Patience» Schedule» Routine» Consistency» Care with transitions» Structure» Repetition» Control of the environment *
    • Symptoms of NAS Withdrawal– Wakefulness– Irritability– Tremors, body temperature varies– High pitched cry– Hypertonia– Diarrhea– Respiratory distress– Apnea– Weight loss or slow weight gain *
    • Common Challenges for Pre-Natally Exposed Toddlers~ Hypersensitivity ~ Disorganized behaviors~ Tactile defensiveness ~ Irritability~ Eye contact avoidance ~ Poor social interaction~ Rocking skills~ Sound avoidance ~ Excessive muscle tone~ Seizure disorder ~ Abnormal posturing~ Cardiovascular problems ~ Upper respiratory problems~ Delayed language ~ Fragile immune system *~ Hyperactivity/attention problems
    • Management and Interventions• Normalize activity and • Simple Interventions behaviors • 30% to 50% of babies• Create an effective will improve with only: feeding pattern • Swaddling to reduce• Stabilize weight sensory overload • Frequent small feedings• Create calm and of an enhanced formula ability to sleep • Close monitoring of vital signs *
    • ImpactToddlers > Less security attached(ages12-30 months) to caregivers+ Play was less age > Language and/or appropriate behavioral problems · more limited > Cannot tolerate · more impulsive frustration · throwing and batting > Distractible objects > Disorganized behavior*
    • ImpactPre-School (ages 3-5 years)> Highly sensitive to environment> Language delays> Poor task organizing and processing> Poorly attached to caregiver> Poor social skills> Aggression/passivity *
    • Impact– Highly sensitive to environment– Language delays– Poor task organization and processing– Poorly attached to caregiver– Poor social skills– Aggression/passivity *
    • You can check out other services and products at these sites:http://www.lifespancounselling.comhttp://www.theadoptioncounselor.comhttp://www.hazardousparenting.comThe Hazardous Parenting facebook siteUdemy.com (search under Brenda McCreight)Slideshare.com (search under Brenda McCreight)Amazon.com (search under Brenda McCreight)brendamccreight@gmail.comBrenda provides counselling and parent coaching worldwide via skype, telephone, andemail. Please contact her if you would like to book an appointment.
    • Brenda McCreight, PhD.