This document provides guidance for clinicians working with adolescents. It discusses important considerations for engagement, confidentiality, and language. It also addresses common adolescent issues like depression, suicide, deliberate self-harm, and substance use. For each topic, the document outlines assessment approaches and treatment strategies. The overarching messages are to engage adolescents, establish trust, address issues in developmentally-appropriate language, and involve family when possible and beneficial.
This document discusses the characteristics and common problems of adolescence. It begins by defining adolescence and outlining its three main stages: early adolescence, mid adolescence, and late adolescence. It then describes the physical, cognitive, emotional, social, moral, and spiritual development characteristics of young adolescents. The document also identifies several common problems adolescents face, such as excessive energy, misunderstandings about sex, aggressiveness or withdrawal, rebellious attitudes, physical awkwardness, and excessive daydreaming. It emphasizes the important role that teachers play in helping adolescents develop properly and addressing their issues during this transitional life stage.
Adolescence characteristics and problemsAnil Yadav
The document discusses adolescence and the role of teachers in helping adolescents through this developmental period. It covers three main stages of adolescence (early, mid, late) and characteristics of physical, cognitive, emotional, social, moral and spiritual development in young adolescents. Common problems of adolescence are also outlined such as excessive energy, misunderstandings about sex, aggressiveness/withdrawal, rebellious attitudes, physical awkwardness, and excessive daydreaming. The role of teachers is to support proper physical, mental, emotional and social development through activities, guidance, responsibility, and addressing issues like sex education and emotional challenges.
Adolescent development involves multiple intellectual, personality, and social changes as individuals transition between childhood and adulthood. Emotional development during this period comprises how growth and changes in how emotions are experienced, expressed, understood, and regulated occurs from birth through late adolescence. The document discusses various aspects of adolescent development including the menstrual cycle, challenges girls face in school, hygiene practices during menstruation, male development and changes during puberty, and misconceptions about menstruation.
The presentation mainly focus about the negative and positive behaviour of the adolescents. This also shows the causes of there behaviour and their solutio too.
Adolescence is a period of rapid physical, cognitive, sexual, social and emotional changes between ages 11-19. It involves transitioning from childhood to adulthood. Common issues during this stage include mood swings, peer influence, experimentation with risky behaviors like drugs/alcohol, and developing identity and independence from parents. Parents can help by educating themselves, communicating openly with their teen, and setting clear rules and boundaries while also giving them privacy and independence.
Provide honest information to their
questions, and listen without judgment. Help
them understand this as a normal developmental
process. Plan co-ed activities to allow socializing.
This document discusses the physical, social, emotional, and intellectual characteristics of youth development from ages 6 to 18. It outlines how development progresses in orderly stages and varies between individuals. The document provides implications for working with youth at different ages, emphasizing the need for age-appropriate activities and environments that support growth across all areas of development.
Adolescent motivation- Dr Vijay SardanaVijay Sardana
The document discusses adolescent motivation and development. It covers physical, psychological, and social changes during adolescence. Family plays an important role in adolescent development through conditioning. Motivation comes from internal and external factors like mastery goals, social support, and self-esteem. Critical thinking and persistence are important for success. Parents should support adolescents without pressure or comparison.
This document discusses the characteristics and common problems of adolescence. It begins by defining adolescence and outlining its three main stages: early adolescence, mid adolescence, and late adolescence. It then describes the physical, cognitive, emotional, social, moral, and spiritual development characteristics of young adolescents. The document also identifies several common problems adolescents face, such as excessive energy, misunderstandings about sex, aggressiveness or withdrawal, rebellious attitudes, physical awkwardness, and excessive daydreaming. It emphasizes the important role that teachers play in helping adolescents develop properly and addressing their issues during this transitional life stage.
Adolescence characteristics and problemsAnil Yadav
The document discusses adolescence and the role of teachers in helping adolescents through this developmental period. It covers three main stages of adolescence (early, mid, late) and characteristics of physical, cognitive, emotional, social, moral and spiritual development in young adolescents. Common problems of adolescence are also outlined such as excessive energy, misunderstandings about sex, aggressiveness/withdrawal, rebellious attitudes, physical awkwardness, and excessive daydreaming. The role of teachers is to support proper physical, mental, emotional and social development through activities, guidance, responsibility, and addressing issues like sex education and emotional challenges.
Adolescent development involves multiple intellectual, personality, and social changes as individuals transition between childhood and adulthood. Emotional development during this period comprises how growth and changes in how emotions are experienced, expressed, understood, and regulated occurs from birth through late adolescence. The document discusses various aspects of adolescent development including the menstrual cycle, challenges girls face in school, hygiene practices during menstruation, male development and changes during puberty, and misconceptions about menstruation.
The presentation mainly focus about the negative and positive behaviour of the adolescents. This also shows the causes of there behaviour and their solutio too.
Adolescence is a period of rapid physical, cognitive, sexual, social and emotional changes between ages 11-19. It involves transitioning from childhood to adulthood. Common issues during this stage include mood swings, peer influence, experimentation with risky behaviors like drugs/alcohol, and developing identity and independence from parents. Parents can help by educating themselves, communicating openly with their teen, and setting clear rules and boundaries while also giving them privacy and independence.
Provide honest information to their
questions, and listen without judgment. Help
them understand this as a normal developmental
process. Plan co-ed activities to allow socializing.
This document discusses the physical, social, emotional, and intellectual characteristics of youth development from ages 6 to 18. It outlines how development progresses in orderly stages and varies between individuals. The document provides implications for working with youth at different ages, emphasizing the need for age-appropriate activities and environments that support growth across all areas of development.
Adolescent motivation- Dr Vijay SardanaVijay Sardana
The document discusses adolescent motivation and development. It covers physical, psychological, and social changes during adolescence. Family plays an important role in adolescent development through conditioning. Motivation comes from internal and external factors like mastery goals, social support, and self-esteem. Critical thinking and persistence are important for success. Parents should support adolescents without pressure or comparison.
Adolescence is a transitional period between childhood and adulthood where individuals experience significant physical, mental, emotional and social changes. This document discusses the meaning and definitions of adolescence provided by various psychologists. It describes the characteristics of adolescence such as increased cognitive abilities, complex emotions, influence of peers, and identity development. The document also addresses some common misconceptions about adolescence and explains that identity crisis is a major feature as adolescents seek to develop a sense of self.
Changes and challenges faced by adolescence and early adults in the modern timeNjorBenedict1
Cognitive, social, physical, spiritual/moral and emotional characteristics are described for adolescence and early adulthood. Cognitive development in adolescence involves abstract thinking, reasoning from principles, considering multiple viewpoints, and thinking about thinking processes. Socially, adolescents search for identity, seek independence and responsibility, take risks, develop values and sexuality. Physically, puberty causes changes in both girls and boys. Spiritually, attachment security relates to stable religiosity over time while insecure attachment may involve substituting God. Modern adolescents and early adults face challenges like identity formation, skill development, and shifting relationships while navigating peer pressure and finding purpose.
Early adolescent development involves significant physical, cognitive, and social changes between the ages of 10-14. Physically, students begin puberty and experience changes in hormones and appearance. Cognitively, they develop more advanced thinking skills but still have short attention spans. Socially, students seek independence but remain influenced by peers and desire approval, while developing their identities. The document provides strategies for teachers, such as active learning experiences, incorporating student interests, and opportunities for leadership, to effectively support students through these developmental changes.
Second ppt of adolescence development. This power-point will brings you scope of adolescent. There are 6 aspects of adolescence development: physics, emotions, personal, cognitive, psychosocial, moral and value.
The very brief slide-show looks at the physical, sexual, intellectual, moral and social developments we parents need to be aware of in our adolescent kids.
Personal Development "Becoming Responsible Adolescent"SirJoryBandiola
As one learns the different developmental tasks and in subsequent conversations with classmates and peers, one can better see to what extent he has developed himself vis-a-vis other people of his age group.
This document discusses adolescence and the physical, cognitive, social, and emotional changes that occur during this period of transition from childhood to adulthood between ages 10-18. It notes adolescence involves biological changes like puberty and hormonal shifts, as well as seeking independence, developing an identity, and coping with challenges like peer pressure, mood swings, and academic demands. The document provides strategies for coping during this period, including physical activity, hobbies, goal-setting, communication, and limiting social media.
Early childhood spans ages 2-6 years and late childhood ages 6-13/14 years. During these stages, children experience significant physical, cognitive, emotional, and social development. In early childhood, children master walking, eating solid foods, and controlling their elimination, while developing emotional relationships. Late childhood is marked by entering grade school and developing one's identity relative to peers. Children work to accomplish developmental tasks like learning physical skills, developing appropriate gender roles, and gaining independence. Both stages present physical and psychological hazards that can impact development if not adequately addressed.
Adolescents face challenges in finding their identity as they try different roles. They experience confusion over who they should be. The main tasks of adolescence include dealing with conflicts with parents, peers becoming more important, and mood changes. Adolescents are influenced both by their parents and peers, though studies show they cannot be influenced by both. Risky behaviors like smoking increase as friends' influence grows during adolescence. Around 39% of adolescents suffer from low self-esteem, which tends to drop during ages 9-13 and again from 18-23. When life becomes difficult, some adolescents make wrong choices that make them feel guilty.
Adolescence is a period where significant physical, emotional, mental changes take place. This presentation covers the nature of adolescence, physical changes, issues in adolescent health and adolescent cognition.
PSYCHOLOGICAL ISSUES AND REMEDIES IN ADOLESCENT CHILDREN( 6TH - 12TH STANDAR...Dr Rupa Talukdar
How to deal with students: a clear picture giving emphasis on emotion, personality, learning skill & learning style and knowledge of right peg into the right hole leaving behind the traditional belief
Adolescence is a period of immense change and development between childhood and adulthood. It involves hormonal, physical, cognitive, and emotional changes. During this time, adolescents experience self-discovery, developing independence from family while establishing social relationships and identity. However, adolescence also brings stress, confusion, and risk-taking behaviors that can lead to problems like substance abuse, violence, and mental health issues. Counseling aims to help adolescents and their families navigate this transition through open communication, support systems, and building life skills.
This document discusses challenges faced by teens and strategies for libraries to positively interact with them. It covers three main challenges teens face: biological development including puberty and nutrition issues; cognitive development as their brains are still developing critical thinking skills; and social/emotional development as they form identities and relationships. The document provides tips for libraries, such as listening to teens, avoiding stereotypes, and being flexible. It emphasizes handling nuisance behaviors calmly and following behavior policies, while not taking misbehavior personally since teens' brains are still developing.
1) The document provides guidance for parents on raising children through adolescence by imposing appropriate limits, transmitting values, supporting education, providing security and love, avoiding overindulgence, and allowing time for children to be children.
2) It emphasizes the importance of teaching children the difference between wants and needs, not wasting money, and understanding the relationship between work and money.
3) For only children, it recommends not pampering or protecting them excessively, encouraging independence and friendships, and only giving gifts on special occasions rather than every whim to avoid spoiling.
This document discusses key transitions and developments that occur during early adulthood between ages 20-40. It covers social changes like following a typical "social clock" of life experiences. Friendships tend to be stronger for women than men. Marriage remains important, though people marry later. Parenting styles like permissive, authoritative, and authoritarian are outlined. Careers are discussed, noting women often have more discontinuous paths. Maintaining work-life balance is important for both employees and employers. Physical abilities peak during early adulthood. Reflections consider applying this knowledge to one's own life path and challenges of early adulthood.
The document discusses several key aspects of adolescent development including:
1) Physical changes during puberty include development of primary and secondary sex characteristics as well as attainment of reproductive maturity.
2) Cognitive development involves improvements in abstract thinking, reasoning, and perspective taking abilities due to frontal lobe maturation, though teenage behavior can still be impulsive due to relatively slower limbic system development.
3) Social and identity development involves distancing from parents and exploring different social roles and identities in order to establish a sense of self and independence. Forming close relationships also becomes an important task of late adolescence.
Adolescence is a period of biological, psychological, sexual and social development that typically occurs between ages 10-12 and 19-20. During this time, both males and females experience physical changes like growth of sexual organs and pubic hair. Some other physical changes seen in adolescence include increases in weight, body fat, head size, and muscle growth. Psychologically, adolescents may feel more moody, aggressive, rebellious, isolated or unstable. They also start experiencing romantic attraction to others. Some risks during adolescence include issues with pubertal development, family problems, eating disorders, intellectual risks, biological factors, sexual risks, and social factors.
Peer pressure is the social pressure by members of one's peer group to take certain actions, adopt certain values, or otherwise conform in order to be accepted. Peer pressure increases throughout adolescence as teens seek greater independence from parents and build stronger social relationships with peers. It can influence both positive and negative behaviors.
This document discusses considerations for clinical practice with addictive disorders in adolescents. It covers treatment approaches like cognitive behavioral therapy and family-based therapy. It also addresses developmental stages in adolescence, peer and family influences, signs of drug use, and consequences of adolescent substance use like accidents and mental health issues. Resources for therapeutic approaches and helping adolescents with substance use problems are provided.
Adolescent problems and class room managment Management Concepts - Manu Melw...manumelwinjoy
Total interpersonal space devoted to mutual understanding and shared information.
Productivity and interpersonal effectiveness are directly related to the amount of mutually-held information
Adolescence is a transitional period between childhood and adulthood where individuals experience significant physical, mental, emotional and social changes. This document discusses the meaning and definitions of adolescence provided by various psychologists. It describes the characteristics of adolescence such as increased cognitive abilities, complex emotions, influence of peers, and identity development. The document also addresses some common misconceptions about adolescence and explains that identity crisis is a major feature as adolescents seek to develop a sense of self.
Changes and challenges faced by adolescence and early adults in the modern timeNjorBenedict1
Cognitive, social, physical, spiritual/moral and emotional characteristics are described for adolescence and early adulthood. Cognitive development in adolescence involves abstract thinking, reasoning from principles, considering multiple viewpoints, and thinking about thinking processes. Socially, adolescents search for identity, seek independence and responsibility, take risks, develop values and sexuality. Physically, puberty causes changes in both girls and boys. Spiritually, attachment security relates to stable religiosity over time while insecure attachment may involve substituting God. Modern adolescents and early adults face challenges like identity formation, skill development, and shifting relationships while navigating peer pressure and finding purpose.
Early adolescent development involves significant physical, cognitive, and social changes between the ages of 10-14. Physically, students begin puberty and experience changes in hormones and appearance. Cognitively, they develop more advanced thinking skills but still have short attention spans. Socially, students seek independence but remain influenced by peers and desire approval, while developing their identities. The document provides strategies for teachers, such as active learning experiences, incorporating student interests, and opportunities for leadership, to effectively support students through these developmental changes.
Second ppt of adolescence development. This power-point will brings you scope of adolescent. There are 6 aspects of adolescence development: physics, emotions, personal, cognitive, psychosocial, moral and value.
The very brief slide-show looks at the physical, sexual, intellectual, moral and social developments we parents need to be aware of in our adolescent kids.
Personal Development "Becoming Responsible Adolescent"SirJoryBandiola
As one learns the different developmental tasks and in subsequent conversations with classmates and peers, one can better see to what extent he has developed himself vis-a-vis other people of his age group.
This document discusses adolescence and the physical, cognitive, social, and emotional changes that occur during this period of transition from childhood to adulthood between ages 10-18. It notes adolescence involves biological changes like puberty and hormonal shifts, as well as seeking independence, developing an identity, and coping with challenges like peer pressure, mood swings, and academic demands. The document provides strategies for coping during this period, including physical activity, hobbies, goal-setting, communication, and limiting social media.
Early childhood spans ages 2-6 years and late childhood ages 6-13/14 years. During these stages, children experience significant physical, cognitive, emotional, and social development. In early childhood, children master walking, eating solid foods, and controlling their elimination, while developing emotional relationships. Late childhood is marked by entering grade school and developing one's identity relative to peers. Children work to accomplish developmental tasks like learning physical skills, developing appropriate gender roles, and gaining independence. Both stages present physical and psychological hazards that can impact development if not adequately addressed.
Adolescents face challenges in finding their identity as they try different roles. They experience confusion over who they should be. The main tasks of adolescence include dealing with conflicts with parents, peers becoming more important, and mood changes. Adolescents are influenced both by their parents and peers, though studies show they cannot be influenced by both. Risky behaviors like smoking increase as friends' influence grows during adolescence. Around 39% of adolescents suffer from low self-esteem, which tends to drop during ages 9-13 and again from 18-23. When life becomes difficult, some adolescents make wrong choices that make them feel guilty.
Adolescence is a period where significant physical, emotional, mental changes take place. This presentation covers the nature of adolescence, physical changes, issues in adolescent health and adolescent cognition.
PSYCHOLOGICAL ISSUES AND REMEDIES IN ADOLESCENT CHILDREN( 6TH - 12TH STANDAR...Dr Rupa Talukdar
How to deal with students: a clear picture giving emphasis on emotion, personality, learning skill & learning style and knowledge of right peg into the right hole leaving behind the traditional belief
Adolescence is a period of immense change and development between childhood and adulthood. It involves hormonal, physical, cognitive, and emotional changes. During this time, adolescents experience self-discovery, developing independence from family while establishing social relationships and identity. However, adolescence also brings stress, confusion, and risk-taking behaviors that can lead to problems like substance abuse, violence, and mental health issues. Counseling aims to help adolescents and their families navigate this transition through open communication, support systems, and building life skills.
This document discusses challenges faced by teens and strategies for libraries to positively interact with them. It covers three main challenges teens face: biological development including puberty and nutrition issues; cognitive development as their brains are still developing critical thinking skills; and social/emotional development as they form identities and relationships. The document provides tips for libraries, such as listening to teens, avoiding stereotypes, and being flexible. It emphasizes handling nuisance behaviors calmly and following behavior policies, while not taking misbehavior personally since teens' brains are still developing.
1) The document provides guidance for parents on raising children through adolescence by imposing appropriate limits, transmitting values, supporting education, providing security and love, avoiding overindulgence, and allowing time for children to be children.
2) It emphasizes the importance of teaching children the difference between wants and needs, not wasting money, and understanding the relationship between work and money.
3) For only children, it recommends not pampering or protecting them excessively, encouraging independence and friendships, and only giving gifts on special occasions rather than every whim to avoid spoiling.
This document discusses key transitions and developments that occur during early adulthood between ages 20-40. It covers social changes like following a typical "social clock" of life experiences. Friendships tend to be stronger for women than men. Marriage remains important, though people marry later. Parenting styles like permissive, authoritative, and authoritarian are outlined. Careers are discussed, noting women often have more discontinuous paths. Maintaining work-life balance is important for both employees and employers. Physical abilities peak during early adulthood. Reflections consider applying this knowledge to one's own life path and challenges of early adulthood.
The document discusses several key aspects of adolescent development including:
1) Physical changes during puberty include development of primary and secondary sex characteristics as well as attainment of reproductive maturity.
2) Cognitive development involves improvements in abstract thinking, reasoning, and perspective taking abilities due to frontal lobe maturation, though teenage behavior can still be impulsive due to relatively slower limbic system development.
3) Social and identity development involves distancing from parents and exploring different social roles and identities in order to establish a sense of self and independence. Forming close relationships also becomes an important task of late adolescence.
Adolescence is a period of biological, psychological, sexual and social development that typically occurs between ages 10-12 and 19-20. During this time, both males and females experience physical changes like growth of sexual organs and pubic hair. Some other physical changes seen in adolescence include increases in weight, body fat, head size, and muscle growth. Psychologically, adolescents may feel more moody, aggressive, rebellious, isolated or unstable. They also start experiencing romantic attraction to others. Some risks during adolescence include issues with pubertal development, family problems, eating disorders, intellectual risks, biological factors, sexual risks, and social factors.
Peer pressure is the social pressure by members of one's peer group to take certain actions, adopt certain values, or otherwise conform in order to be accepted. Peer pressure increases throughout adolescence as teens seek greater independence from parents and build stronger social relationships with peers. It can influence both positive and negative behaviors.
This document discusses considerations for clinical practice with addictive disorders in adolescents. It covers treatment approaches like cognitive behavioral therapy and family-based therapy. It also addresses developmental stages in adolescence, peer and family influences, signs of drug use, and consequences of adolescent substance use like accidents and mental health issues. Resources for therapeutic approaches and helping adolescents with substance use problems are provided.
Adolescent problems and class room managment Management Concepts - Manu Melw...manumelwinjoy
Total interpersonal space devoted to mutual understanding and shared information.
Productivity and interpersonal effectiveness are directly related to the amount of mutually-held information
Your Candid Friend is a national level Tele-counseling service that promises to guide the Adolescents in India in the right direction by exposing them to an option of counseling by certified and well informed counselors across the country.
Adolescent should know that they are not one who faces the problems,all the adolescents have some common problems.They should develop certain life skills to grow smoothly.
Handbook of child and adolescent anxiety disordersSpringer
This chapter discusses issues in differentially diagnosing specific phobias, social phobia, panic disorder, and separation anxiety disorder in children. It summarizes research on the clinical features, course, and prognosis of each disorder. Specific phobias are the most common anxiety disorder in children and involve an excessive, irrational fear of a specific object or situation. Research shows specific phobias have a prevalence rate of around 5% in children and often co-occur with other anxiety disorders or depression. Genetic factors play a role in the development of specific phobias, though environmental influences are also important. Differential diagnosis of specific phobias from typical childhood fears requires the fear to cause significant impairment.
This document summarizes prevalence rates and characteristics of various anxiety disorders according to research studies and literature. It discusses panic attacks and disorders, specific phobias, social phobia, generalized anxiety disorder, post-traumatic stress disorder, and obsessive-compulsive disorder. For each, it covers etiology, clinical features, onset, course, treatment options, and distinguishing factors.
The Supreme Court case Roper v. Simmons established that it is unconstitutional to sentence juveniles under the age of 18 to the death penalty. The American Psychological Association submitted an amicus brief highlighting neurological and psychological research showing that juveniles lack maturity and have an underdeveloped sense of responsibility, making the deterrent and retributive purposes of capital punishment ineffective for those under 18. The Court agreed, citing that juveniles are more susceptible to outside pressures and have greater potential for reform, overriding the dissenting opinion that not all juveniles lack sufficient reasoning capacity. This ruling set a national standard prohibiting the death penalty for crimes committed in adolescence.
The BASC-II is a behavior assessment system for children ages 2-21 that obtains ratings from teachers, parents, and self-reports. It measures factors related to classifications in IDEA and the DSM-IV. Behaviors are rated on a scale of never, often, sometimes, and almost always. Scores are converted to t-scores and percentiles. The BASC-II provides a comprehensive view of behaviors across settings and is normed on current US census data. It has been used for over a decade in schools and clinical settings to identify problem behaviors.
The document summarizes the challenges of mental health in England, outlines national efforts to promote mental health and prevent mental illness, and describes the support that Public Health England is providing to the system. Key points include: 1) one in four adults and one in ten children experience mental health problems each year, yet three-quarters receive no support; 2) national action includes implementing the Five Year Forward View for Mental Health and a new Suicide Prevention Strategy; and 3) Public Health England is working across the lifespan to promote mental health, with a focus on children, families, and prevention.
This document outlines the vision and goals of Forward Thinking Birmingham, a partnership providing community mental health services for children, young people, and young adults. Their vision is to create more choice and control over services, improving life chances. Their 2020 ambitions are to provide compassionate, dignified, tailored care from skilled staff delivered safely and equitably. The partnership involves multiple organizations working together to provide a full continuum of mental health services from universal promotion to inpatient care through an integrated system centered around a single access point.
The document discusses the epidemiology of child and adolescent mental health disorders. It reports that 6-month prevalence rates of psychiatric disorders in children and adolescents range from 17-27%, with the most common being anxiety disorders, conduct disorders, and attention deficit disorders. Around 9-13% of 9-17 year olds experience serious emotional disturbance. Depression prevalence is below 1-2% for children aged 7-12 and 1-7% for those aged 13-25. Manic episodes and bipolar disorder are rare in children and adolescents. Depression and anxiety disorders commonly co-occur.
The document provides an overview of the process of alienating state land in Malaysia. It begins by defining alienation as conveying or giving away the right and title to a piece of state land. It then outlines the main steps in the alienation process, which include applying for the land, approval and payment of land revenue, surveying, and preparing and registering the title. It discusses important concepts like qualified and final titles, as well as the effects of registering the title, which makes it conclusive evidence of ownership and gives the proprietor indefeasible rights over the land.
Assessment, diagnosis and treatment of childhood mental illessCyndi Brannen
This document discusses children's mental health assessment, diagnosis, and treatment. It covers several key topics: barriers to children receiving mental health services; models of service delivery including the craft and industrial models; the clinical decision-making process involving assessment, diagnosis, and classification; commonly used assessment methods like interviews, behavioral observations, and psychological testing; approaches to treatment including psychodynamic, behavioral, cognitive-behavioral, and biological; and findings on treatment effectiveness. The goal is to understand how to properly assess, diagnose, and treat children's mental health issues.
Clinical assessment involves gathering information to understand abnormal behavior and determine how to help an individual. It can follow three models: the info-gathering model focuses on collecting relevant data; the therapeutic model aims to evaluate treatment progress; and the differential treatment model seeks to determine the best treatment approach. Common assessment methods include clinical interviews, intelligence and personality tests, and behavioral observations. Projective tests like the Rorschach inkblot technique and TAT are also used to reveal unconscious thoughts and feelings.
This document summarizes physical, cognitive, and socioemotional development from preschool through adolescence. It describes major developmental milestones in these areas at different ages. It also discusses types of early childhood programs and how development changes as children transition to elementary, middle, and high school. Peer relationships and identity formation become increasingly important during adolescence.
The document provides an overview of objective and projective personality tests used in clinical assessment. It defines clinical assessment and its purposes. It then describes several commonly used objective personality tests, including the MMPI-2, MCMI-III, PAI, BDI-II, MBTI, 16PF, and SASSI. It discusses the purpose, administration, scales, reliability, and validity of each test. The document also provides an overview of projective tests, focusing on the Thematic Apperception Test (TAT).
Adolescence can involve various problems at school including bullying, smoking, drugs, alcohol, eating disorders like anorexia and obesity, teen pregnancy, questions about sex, lack of friends, problems with parents, concerns about appearance, and feelings of guilt and shame. The study examined the main issues faced during adolescence within the context of English literature.
The Beck Depression Inventory (BDI-II) is a 21-item self-report inventory that measures the existence and severity of symptoms of depression. It takes 5-10 minutes to administer and provides a score that can indicate minimal, mild, moderate, or severe depression. While widely used, it has limitations such as being subject to exaggeration or minimization by clients and lacks representation of diverse populations in its standardization.
children with emotional and behavioral disordersMia de Guzman
The document discusses children with emotional and behavioral disorders. It begins by classifying these disorders into four categories according to IDEA: conduct disorders, anxiety-withdrawal, immaturity, and socialized aggression. It then discusses several possible causes of these disorders including biological, psychoanalytical, behavioral, phenomenological, and sociological/ecological factors. Finally, it outlines the main types of disorders according to the DSM including conduct disorder, emotional disturbance, personality disorders, anxiety disorders, and ADHD. Each type is then described in more detail with examples of symptoms.
This document provides an overview and summary of an online training about depression awareness and suicide prevention. The training takes approximately 40 minutes and teaches how to recognize signs of distress in students and how to respond by connecting them with help. It covers topics like understanding depression, warning signs, risk factors for suicide, how to have conversations about suicide, and making referrals to counseling. The overall goal is to train faculty and staff to act as gatekeepers who can help get students in crisis connected to mental health resources.
Childhood Behaviors, Disorders, And Emotional IssuesKimberly Williams
This document discusses various childhood behaviors, disorders, and emotional issues. It notes that problematic behaviors often begin around age 2 and can include aggression, disruption, antisocial behavior, or defiance. Left unaddressed, some behaviors may persist into adolescence or adulthood. The document examines anxiety disorders, depression, bipolar disorder, attention deficit hyperactivity disorder, and other conditions. It explores causes such as biology, environment, and trauma, as well as treatments like therapy and medication.
The document discusses coping with tragic events in the news and addressing concerns that these events may cause. It provides guidance on talking to children and students about tragedies and signs of concerning behaviors. While mental illness is associated with violence in some cases, it is not a reliable predictor on its own. The document recommends open communication, reassuring children about safety, focusing on helpers after tragedies, and self-care strategies like exercise and talking to a counselor to manage anxiety.
Suicide is a serious problem among youths and is the third leading cause of death for those aged 10-24. Risk factors include depression and other mental illnesses. While suicide attempts are more common among girls, boys are more likely to die by suicide. Effective prevention and treatment includes evaluating suicidal thoughts and intentions, providing support, and treating any underlying conditions through psychotherapy, medication, or both. Cognitive behavioral therapy and dialectical behavioral therapy can help reduce suicidal ideation and behaviors.
The document discusses adolescent grief and development following the death of a loved one. It notes that while adolescents experience grief similarly to adults, their cognitive abilities and defenses lead to different outward expressions of grief. Their grief may be masked by behaviors like acting out, substance abuse, or eating disorders as they seek support. Losses are so difficult for adolescents that they can only endure strong emotions briefly before distancing themselves, leading their grief to be unrecognized at times. The death of a parent during this identity-development period can be especially challenging.
Child/Adolescent assessment and treatmenttracymallett
The document discusses several topics related to counseling children and adolescents including:
- Common clinical disorders diagnosed in children and adolescents such as mood disorders, anxiety disorders, ADHD, and autism spectrum disorders.
- Factors that influence juvenile delinquency such as low intelligence, poor academic achievement, family dysfunction, and lack of basic needs.
- The importance of assessing suicide risk in children and adolescents by evaluating ideation, intent, plans, means, as well as demographic, psychological and environmental risk factors.
- The benefits of using a family support model for intervention which views the family as a system and builds on family strengths rather than focusing solely on the child's problems.
Crisis counseling ii chapter 10 - children in crisisGlen Christie
This document provides information on ministering to children in crisis and grief situations. It discusses the nature of crisis and grief, common categories of crisis experienced by children such as abuse, substance abuse in the family, depression and suicide. It also outlines the phases of grief and guidelines for ministry to children experiencing grief and crisis.
This document discusses ministering to children in crisis and grief situations. It covers the nature of crisis and grief, the phases of grief, and guidelines for ministry. Specific crises covered include child maltreatment, substance abuse in the family, depression and suicide, divorce and separation, children and violence, and death and bereavement. Risk factors, signs, and intervention strategies are provided for each crisis.
1. Childhood depression can present differently than adult depression due to developmental factors. Younger children may show symptoms through changes in behavior, mood, or somatic complaints rather than verbal expressions of sadness or low mood.
2. Assessment of childhood depression involves interviews, rating scales, and screening for medical or psychiatric conditions with similar presentations. Treatment involves a biopsychosocial approach including psychotherapy, medication management, and addressing functional and family factors.
3. Selective serotonin reuptake inhibitors like fluoxetine have been shown to be effective treatments for childhood depression, though risks need to be monitored. A multidisciplinary treatment team can help address the child's needs.
The document discusses mental health and mental illness. It defines mental health as encompassing outlook, relationships, self-image, and ability to handle stress and emotions. Mental illnesses exist on a continuum from mild problems to serious conditions. About 1 in 5 teens experience mental health problems annually and 1 in 17 Americans have a serious mental illness. Common mental illnesses include depression, bipolar disorder, and schizophrenia. The document provides warning signs of mental illness and emphasizes that treatment through medication, therapy, and lifestyle changes can help with recovery. It aims to reduce stigma by noting that mental illness can affect anyone and is not their fault.
Clinical Assessment of Children and Adolescents with DepressionCarlo Carandang
“Clinical Assessment of Children and Adolescents with Depression,”
Halifax, Nova Scotia, Canada; October 1, 2008
Pediatric Grand Rounds, IWK Health Centre
*Although the core symptoms of depression are similar across the life span, developmental differences exist and should be taken into account in the assessment
*With increasing age, there generally is an increase in melancholic symptoms, delusions, substance abuse, and suicidal ideation/attempts.
*In contrast, younger children tend to have more somatic sxs, separation anxiety, behavior problems, temper tantrums, and hallucinations
*Direct interviews with children and adolescents are critical because parents and teachers may not be aware of the youth’s depressive symptoms
*Discrepant information between parents and their children should be solve in a cordial and non judgmental way
*Assessment of suicidal and homicidal ideation and behaviors is mandatory
*The interview process and screening questions utilized by research interviews such as the Schedule for Affective Disorders and Schizophrenia for School Age Children, Present and Lifetime Version (KSADS-PL) can be useful
*Detection and diagnosis can be enhanced by available parent and child self-report measures
Understand Clients Mental Health Diagnosis & Appropriately Interact with themuyvillage
Definition of mental illness. The causes of mental illness. Tips on how to empower youth with mental health disorders. Ways to teach skills to youth who have the following diagnosis: Reactive Attachment, Post Traumatic Stress Disorder, Oppositional Defiant Disorder, ADHD, Spectrum Disorders,
This document provides information and guidelines for educators on suicide prevention, intervention, and postvention. It defines key terms, discusses warning signs of depression and suicide risk, and outlines steps educators should take if a student expresses suicidal thoughts, which includes immediately contacting the school counselor or administrator. The document also recommends postvention strategies after a student suicide, such as explaining normal grief reactions and correcting rumors. Overall, the document aims to educate educators on identifying at-risk students and knowing the appropriate actions to take to get help.
This document discusses mental health problems in children. It begins by stating that around 1 in 10 children will experience some type of mental health problem before age 18. Mental health problems typically manifest in two age periods - ages 5-12 and ages 12-18 - and can affect children emotionally, cognitively, educationally, and behaviorally. Common problems for children include ADHD, conduct disorders, and disorders like Asperger's syndrome, while teenagers commonly experience depression, anxiety, self-harm, and eating disorders. The document goes on to discuss factors that can influence children's mental health, developmental milestones, types of mental health problems, recognizing problems, autism spectrum disorder, and supporting children with mental health issues.
Ho unit 7_human_growth_and_developmentJohn Ngasike
This document provides information on human growth and development across the lifespan. It discusses the main life stages from infancy to late adulthood, covering physical, mental, emotional, and social development. Key topics include Erikson's stages of psychosocial development, common issues in adolescence like eating disorders and substance abuse, and the stages of death and dying. The document also examines Maslow's hierarchy of needs and methods for meeting human needs, both directly and indirectly through defense mechanisms.
NVBDCP.pptx Nation vector borne disease control programSapna Thakur
NVBDCP was launched in 2003-2004 . Vector-Borne Disease: Disease that results from an infection transmitted to humans and other animals by blood-feeding arthropods, such as mosquitoes, ticks, and fleas. Examples of vector-borne diseases include Dengue fever, West Nile Virus, Lyme disease, and malaria.
Basavarajeeyam is a Sreshta Sangraha grantha (Compiled book ), written by Neelkanta kotturu Basavaraja Virachita. It contains 25 Prakaranas, First 24 Chapters related to Rogas& 25th to Rasadravyas.
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TEST BANK For Community Health Nursing A Canadian Perspective, 5th Edition by...Donc Test
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These lecture slides, by Dr Sidra Arshad, offer a quick overview of the physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar lead (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
6. Describe the flow of current around the heart during the cardiac cycle
7. Discuss the placement and polarity of the leads of electrocardiograph
8. Describe the normal electrocardiograms recorded from the limb leads and explain the physiological basis of the different records that are obtained
9. Define mean electrical vector (axis) of the heart and give the normal range
10. Define the mean QRS vector
11. Describe the axes of leads (hexagonal reference system)
12. Comprehend the vectorial analysis of the normal ECG
13. Determine the mean electrical axis of the ventricular QRS and appreciate the mean axis deviation
14. Explain the concepts of current of injury, J point, and their significance
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. Chapter 3, Cardiology Explained, https://www.ncbi.nlm.nih.gov/books/NBK2214/
7. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
Rasamanikya is a excellent preparation in the field of Rasashastra, it is used in various Kushtha Roga, Shwasa, Vicharchika, Bhagandara, Vatarakta, and Phiranga Roga. In this article Preparation& Comparative analytical profile for both Formulationon i.e Rasamanikya prepared by Kushmanda swarasa & Churnodhaka Shodita Haratala. The study aims to provide insights into the comparative efficacy and analytical aspects of these formulations for enhanced therapeutic outcomes.
3. Engagement
Nothing will work if you are not
engaged with the adolescent
Engagement takes time
Things that might help
Explain your role clearly
What to expect from seeing you (be
specific & give examples)
4. Confidentiality
Explain it at the beginning of the 1st session,
preferably with the parent also in the room
Be specific & give examples
What you will & won’t tell parents
Establish ground rules
What if your Mum rings me to ask how you’re
going?
How do I contact you if you don’t turn up?
5. Language
Explaining things
Needs to be simple, non-pejorative & not too
jargonistic
Most adolescents won’t respond well to being
asked to monitor their “dysfunctional cognitions”
Age-appropriate questioning (CBT)
“what would you say to a friend who came to you
with this problem?”
“If you surveyed 100 Year 9 students, would they
all have reacted in the same way you did?”
6. Homework
Monitoring Sheets
Tailor them to the individual if at all
possible, & involve the adolescent in this
process
Completing Homework
Non-completion is not necessarily a poor
prognostic indicator
Adolescents will often complete
homework…of sorts
7. Dilemmas associated with
working with adolescents
Involvement of family
Who wants this & who is likely to benefit
from this?
Making a diagnosis
Diagnosing a personality disorder
The use of medications
Deciding when there is a problem
How to differentiate from normative
adolescent development
8. Deciding when there is a problem - I
Is the adolescent distressed about the
Sxs?
Is anyone else concerned? Who & why?
Is the problem having an impact on the
adolescent’s functioning?
Do the Sx represent a change from the
adolescent’s normal functioning?
Measure the frequency, intensity &
duration of the problem/Sx
9. Deciding when there is a problem - II
What is the potential for the adolescent (or
anyone else) to be seriously harmed by the
problem?
Consider what is problem behaviour & what is
developmentally normal experimentation
Substance use
Health risk behaviours
View of selves as omnipotent
10. Depression in Adolescence-I
Incidence of depression, attempted suicide &
completed suicide increases significantly in
adolescence (cf. childhood)
Depressive symptoms experienced by
15-40% of adolescents
Evidence that early onset depression is a
more serious form of the disorder
11. Depression in Adolescence-II
Adolescent depression predictive of a
number of negative outcomes:
Academic difficulties
Delinquency
Unemployment
Substance use
Forensic involvement
12. Adolescent Depression: the Myths
“Adolescents don’t get depressed”
“Depressed adolescents will just get
over it”
“All adolescents will become depressed
at some stage because adolescence is a
time of turmoil”
“(S)he’s just being lazy/grumpy/difficult
to live with”
13. Risk Factors for
Adolescent Depression-I
Previous MDE
Being female
Family Hx of psychopathology
Stressful life events
Low social support
Subthreshold depressive Sx
“out of sync” pubertal development
15. Recognising depression in
adolescents-I
Disturbance of mood:
May be sad or gloomy, but also very likely
to be irritable
May describe mood as “angry”, “numb” or
“nothing”
16. Recognising depression in
adolescents-II
Disturbance of thinking:
Self blame, self criticism
Negative thoughts re future
Difficulty making decisions
Time of important vocational choices
Inability to think clearly
Time when organisational & cognitive demands
increase
Memory & concentration problems
Impact on schooling
17. Recognising depression in
adolescents-III
Disturbance of thinking (cont.):
Hypersensitive to feedback from others
Perceived as criticism
Thoughts about being hurt, hurting oneself, dying
or committing suicide
Useful to think of these along a continuum
May manifest as ambivalence about living,
passive death wish or overt suicidality
Need to assess for presence of other health risk
behaviours
18. Recognising depression in
adolescents-IV
Disturbance of behaviour:
Decrease in activity levels
May no longer engage in extracurricular
activities
Decrease in energy
May seem very drowsy or fall asleep in class
Tearfulness
Agitation
May manifest as difficulty attending to a task
until it is completed
19. Recognising depression in
adolescents-V
Disturbance of behaviour (cont.):
Change in social interaction
Substance use
Change in sleep &/or appetite
Loss of sexual interest
Difficult to assess in adolescents
Somatic complaints
May manifest as frequent visits to “sick bay”
20. Gender Differences in
Adolescent Depression
From adolescence, females twice as likely to
develop a depressive illness than males
Gender differences in coping with depressed
mood (Nolen-Hoeksema)
Ruminative vs. instrumental strategies
Gender differences in subjective meaning of
puberty
Confluence of demands for adolescent
females
e.g., pubertal changes, school transition
21. Treating Adolescent Depression-I
Evidence for the efficacy of CBT & IPT
& pharmacotherapy
Adjunctive group and/or family therapy
can also be useful
Important to provide psycho-education
for client and her/his family
May need to address beliefs that
adolescent is just “lazy”
22. Treating Adolescent Depression-II
Provide honest feedback to your client
Diagnosis (explain it)
Formulation
Provide clear rationale for any treatment
strategies you suggest
This will hopefully maximise engagement &
likelihood of compliance
Importance of using appropriate language
Don’t be put off by the non-completion of
homework
Be flexible with treatment strategies
23. Suicide in Adolescence-I
There has been a steady increase in the rates
of youth suicide (15-24 years) in Victoria &
Australia since 1960 in males, but not in
females
Adolescent females more likely to attempt
suicide than adolescent males
Gender differences in methods:
Females more likely to overdose or jump from
heights or under vehicles
Males more likely to use firearms & car exhausts
24. Suicide in Adolescence-II
A history of suicide attempts is a risk factor
for suicide completion
~50% of adolescents who attempt suicide will
make subsequent attempts
Of those, between 0.1% & 11% will eventually
complete suicide
The presence of psychopathology is a risk
factor for suicidality BUT:
not all adolescents who attempt suicide are
depressed
not all adolescents who are depressed are also
suicidal
25. Assessing for Suicide Risk in
Adolescents-I
There is no evidence that asking
someone about suicide will make them
suicidal
Ideation
Be frank
Plan
Realistic?
Perceived & actual lethality?
Intent
How serious? Compare with plan & means
26. Assessing for Suicide Risk in
Adolescents-II
Means
Despair & hopelessness
Presence of psychopathology
History of suicide attempts
Take thorough history
Family history of suicide
Suicide in community
Significant psychosocial stressor
Consider adolescent’s perception of stressor
27. Assessing for Suicide Risk in
Adolescents-III
Physical health
Change in status, e.g., STD, HIV,
unplanned pregnancy, onset/exacerbation
of chronic illness)
Coping skills
Inflexibility, impaired ability to generate
possible solutions
Impulsivity
28. Assessing for Suicide Risk in
Adolescents-IV
Trust your clinical judgment
If in doubt, consult with a colleague
Remember that confidentiality is not
absolute
29. Deliberate Self-Harm-I
DSH is defined as hurting oneself with the
intention of inflicting pain, rather than to die
e.g., cutting, burning, scratching skin, punching
walls, head banging
Suicidality & DSH usually occur on a
continuum
Important to conduct risk assessment, as
adolescents may not realise the potential
lethality of the DSH
30. Deliberate Self-Harm-II
Important to be flexible with your
definition of DSH when working with
adolescents
e.g., starving oneself, train surfing,
substance use, risky sexual practices
Difficult to establish prevalence rates,
as young people don’t often seek
medical advice for DSH & there is a lack
of clarity about definition of DSH
31. Why Do Adolescents Engage in DSH?
Expression of emotional turmoil
Expression of self hatred
Lack of ability to express difficult emotions
(sadness, anger, guilt, shame)
As a means of feeling something if “numb”
Physical pain welcome relief from emotional
pain
Patterns of DSH can be hard to break
because usually involves facing intense
emotions and/or memories
32. Managing DSH-for the
clinician
Highly anxiety-provoking for clinician
Importance of self care
Labour intensive for clinician
Disrespectful attitudes of some workers.
Can be punitive, angry, disrespectful,
not take the young person seriously or
witholding of appropriate treatment
33. Managing DSH – for clients
If in doubt, ask the adolescent why
(s)he engages in this behaviour
Conduct a cost-benefit of DSH
Acknowledge that the young person is
doing the best that (s)he can to
manage intense emotional distress
If a pattern of DSH has been
established, improvement will take time
34. Managing DSH – for clients
Important to encourage clients when
they take small positive steps
Take them seriously
Young people who engage in DSH can
& do accidentally kill themselves
35. Adolescent Substance Use - I
Adolescence is a peak time for the initial use of
many substances, including tobacco, alcohol &
illicit drugs
potential for serious sequelae:
school failure
medical problems
psychiatric morbidity
fatal accidents
suicide
violent crimes
36. Adolescent Substance Use - II
Future patterns of drug use often result
from drug exposure and use in
adolescence
incidence of illicit substance use in
adolescents is increasing
evidence that “gateway” use (of
cigarettes & alcohol) can lead to illicit
substance use & SUD
37. Adolescent Substance Use - III
Australian studies consistently identify
1-2% of secondary students whose
pattern of alcohol, tobacco or other
drug use is problematic
having an initial episode of a SUD
places adolescents at risk of developing
subsequent episodes
38. Adolescent Alcohol Use
Approximately 30% of Australian
adolescents engage in problematic
alcohol consumption
alcohol-related deaths in young people
are underestimated
alcohol use is higher in young people
not enrolled in schools (cf. students)
39. Adolescent Cannabis Use
Cannabis is the illicit drug that is most
commonly used by Australian
adolescents
adolescents who use cannabis are more
likely to progress to using other illicit
substances
early cannabis use associated with
escalation of use
40. Problems Associated with Use
Habitual use can result in decrease in
functioning
social stigma associated with use
can impact on availability of services
health risks associated with illicit
substance use
regulation of composition
41. Assessing Problematic Substance Use
in Adolescents - I
Majority of adolescents do not develop
problematic patterns of substance use
when assessing use, should be able to
categorise use according to:
initiation of use
continuation of use
maintenance & progression within class of drugs
progression across class of drugs
cessation
relapse
42. Assessing Problematic Substance
Use in Adolescents - II
important to assess why the young person
engages in substance use:
relief from boredom
weight control
coping with stress
avoiding negative emotional states
conformity
social reasons
to avoid withdrawal
43. Assessing Problematic Substance Use
in Adolescents - III
Important to also assess misuse of legal
substances (alcohol, inhalants) & prescribed
medications
if you don’t ask, they probably won’t tell you
may need to educate yourself & client re risks
associated with pattern of use
principles of motivational interviewing are
useful
need to understand what the adolescent thinks is
good about using the substance
44. Managing Adolescent Substance Use
Don’t pretend you know which drugs are
which - ask the adolescent if unclear
Acquaint yourself with the local drug &
alcohol service, either individually or by
setting up regular secondary consultation
important to inform yourself & advise client
with accurate information (e.g., signs of
intoxication, withdrawal, dangers of
overdose, etc.)
45. Harm Minimisation
Common & useful policy of youth
agencies in Australia
cf. zero tolerance policy, common in US
some strategies are specific to
particular substances (e.g., SSRIs &
ecstasy, size of bags with chroming),
but others are relevant to all substances
46. Harm Minimisation Principles
Don’t use alone. Try to use with friends
& nominate one sober person
know your limits (safe vs. unsafe
intoxication)
dangers of illicit substance use
use a regular dealer
have a “taste” first, i.e., test strength of
substance (useful with heroin injection
& ecstasy tabs)
47. Personality Disorders: Background
Clients diagnosed with a PD have historically
been perceived as untreatable. This is not
necessarily the case, but reflects the lack of
RCTs in the area
lack of rigour associated with diagnosis of
PDs
complexity (time needed)
importance of gathering information across
time (many clinicians don’t do this)
48. Personality Disorders: Background
Clients with PDs can evoke difficult emotions
in clinicians
important difference between:
Axis I (by definition episodic in nature)
Axis II (by definition pervasive & longstanding)
definition of personality traits are “stable &
enduring”
in PDs it is these that lead to distress or
impairment
49. Personality Disorders: Background
Important to assess how your client’s
personality impacts upon those around her/him
for Dx of PD: need evidence that the client’s
way of interacting is maladaptive
can be difficult to differentiate between a PD &
an Axis I disorder, especially if Axis I disorder
has an early onset & is stable over time
e.g., social phobia & Avoidant PD
50. Personality Disorders in Adolescence
Can be difficult to identify during this time, as
onset is usually in adolescence or early
adulthood
difficulties associated with assessing how
your client’s personality impacts upon those
around her/him:
nature of adolescent relationships can be intense
& rapidly changing
frequent increase in conflict with parents:
evidence of PD or normative?
51. Eating Disorders in Adolescence - I
Symptoms usually emerge in
adolescence (cf. low prevalence in
childhood)
Associated with extensive mortality &
morbidity
20% mortality rate for AN at 20yr follow up
symptoms usually stable over time
52. Eating Disorders in Adolescence - II
subthreshold symptoms are prevalent in a
number of cultures
13% of US adolescents report purging
predictive of full blown disorders
subthreshold symptoms associated with significant
dunctional impairment
dieting is a risk factor for the developments
of eating disorders
60% of Australian 15yo females diet at a
moderate level ( Patton et al., 1999)
53. Associated Features
Depressive Symptoms (especially for BN)
DSH
Substance abuse
Suicide attempts
Poor school performance
Withdrawal from peer relationships
Deterioration in family relationships
Physical complications *
55. Physical Complications - II
Delayed gastric emptying
Electrolyte abnormalities
Can lead to potentially fatal cardiac arrhythmia
Renal problems
Erosion of dental enamel
Oesophageal tears
Reduction in bone density
56. Management of Eating Disorders
in Adolescents - I
Know how to calculate a BMI
Be aware that I/P treatment may be
needed (especially for AN)
Be ready to work in conjunction with a
medical practitioner
Limitations of psychological treatment if
young person is physically compromised
57. Management of Eating Disorders
in Adolescents - II
Evidence for the efficacy of CBT & IPT in the
treatment of BN
May also need to treat comorbid depressive Sx
For AN literature is less clear
Treatment is rarely brief
Adjunctive family therapy is often very useful
Use of support groups/organisations for
families
e.g., EDFV