The document discusses several topics related to children's mental health, including common mental health problems, assessment, influences, and treatment. It describes issues like developmental delays, behavioral problems, anxiety, depression, autism, ADHD, trauma, oppositional defiant disorder, and conduct disorder. It emphasizes the importance of considering a child's environment, culture, language, family influences, and biological factors when assessing their mental health. Treatment options mentioned include therapy, medication, parenting support, and improving relationships.
Steve Vitto Breaking Down The Walls With Attachment, Social Maladjustment And...Steve Vitto
A presentation that reviews the recent findings on the importance of a healthy attachment, the emergence of social maladjustment and conduct disorder, distinguishing conduct disorder and emotional disturbance, comorbidity and ADHD
Historical background
Definition
Age of onset
Signs and Symptoms
DSM V Criteria
Comorbidity
Prevelance and Epidemiology
Etiology and Pathogenesis
Treatment
Conclusion
Steve Vitto Breaking Down The Walls With Attachment, Social Maladjustment And...Steve Vitto
A presentation that reviews the recent findings on the importance of a healthy attachment, the emergence of social maladjustment and conduct disorder, distinguishing conduct disorder and emotional disturbance, comorbidity and ADHD
Historical background
Definition
Age of onset
Signs and Symptoms
DSM V Criteria
Comorbidity
Prevelance and Epidemiology
Etiology and Pathogenesis
Treatment
Conclusion
School phobia is becoming more common in many young school children causing distress and learning difficulties. These slides briefly explain the cause, symptoms and management of school phobia in brief.
Identify the signs and symptoms associated with ODD. Identify strategies to help work more effectively with children/adolescents with ODD
Identify the signs and symptoms associated with Conduct Disorder. Identify strategies to help work more effectively with children/adolescents with Conduct Disorder
Overview of the importance of early intervention for children with autism. Discusses some common signs of autism and research based treatment options such as applied behavior analysis (ABA)
In his prologue to the Greek edition of Frith’s “Autism: Explaining the Enigma”, the paedopsychiatrist George Karantinos (1999) argues that the child with autism is not at all sly. Karantinos comments this autistic naiveness by adding that children with autism would never play to win.
Similar opinions reveal that our understanding of autism is influenced by social practices, positions, networks and privileges. Characteristically enough, the Greek Curriculum for Autism (Pedagogical Institute, 2003) supposes, with pessimism, that some children with autism will never learn to speak. And recently, Syriopoulou-Delli (2011) contends that the behaviouristic approach remains the dominant treatment of autism, even though behaviourism neglects intellectual problems. On account of such questions, autism and special education appear as complicated and serious political, ideological and social issues, where oversimplifications are absolutely inappropriate.
Anxiety: mood state characterized by strong, negative emotion and bodily symptoms in which an individual apprehensively anticipates future danger or misfortune
School phobia is becoming more common in many young school children causing distress and learning difficulties. These slides briefly explain the cause, symptoms and management of school phobia in brief.
Identify the signs and symptoms associated with ODD. Identify strategies to help work more effectively with children/adolescents with ODD
Identify the signs and symptoms associated with Conduct Disorder. Identify strategies to help work more effectively with children/adolescents with Conduct Disorder
Overview of the importance of early intervention for children with autism. Discusses some common signs of autism and research based treatment options such as applied behavior analysis (ABA)
In his prologue to the Greek edition of Frith’s “Autism: Explaining the Enigma”, the paedopsychiatrist George Karantinos (1999) argues that the child with autism is not at all sly. Karantinos comments this autistic naiveness by adding that children with autism would never play to win.
Similar opinions reveal that our understanding of autism is influenced by social practices, positions, networks and privileges. Characteristically enough, the Greek Curriculum for Autism (Pedagogical Institute, 2003) supposes, with pessimism, that some children with autism will never learn to speak. And recently, Syriopoulou-Delli (2011) contends that the behaviouristic approach remains the dominant treatment of autism, even though behaviourism neglects intellectual problems. On account of such questions, autism and special education appear as complicated and serious political, ideological and social issues, where oversimplifications are absolutely inappropriate.
Anxiety: mood state characterized by strong, negative emotion and bodily symptoms in which an individual apprehensively anticipates future danger or misfortune
Csil presents a list of Lighting market research
-World Trade of Lighting Fixtures and Lamps
-LEDS and the Worldwide Market for Lighting Fixtures
-World Market for Retrofit LED Lamps
-E-Commerce for the Lighting Fixtures Industry
-The European Market for Lighting Fixtures, Part I
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The Lighting Fixtures market in Russia
...
S Vitto Breaking Down The Walls MIBLSI State Conference 09Steve Vitto
This is an overview of the causes and treatment of oppositional defiant behavior (ODD), social maladjustment, and conduct disorder. The presentation included etiology, and evidence based treatment recommendations, using the competing pathways approach..
John Piacentini Students Under Pressure: Helping Manage Stress and Anxietyschoolpsychology
Dr. John Piacentini
Professor of Psychiatry and Biobehavioral Sciences in the David Geffen School of Medicine and Director of the Child OCD, Anxiety, and Tic Disorders Program at the Semel Institute for Neuroscience and Human Behavior at UCLA
Recognition and Treatment of Anxiety Disorders in Youth with ADHD and LD
This presentation will review the clinical phenomenology, assessment and treatment of childhood anxiety disorders. Special emphasis will be placed on the recognition and treatment of problematic anxiety in children and adolescents with coexisting ADHD and LD.
Conduct disorder is an ongoing pattern of behaviour marked by emotional and behavioural problems.
Ways in which Children with conduct disorder behave are
Angry,
Aggressive,
Argumentative, and
Disruptive ways.
It is a diagnosable mental health condition that is characterized by patterns of violating
Societal norms and
Rights of others
It's estimated that around 3% of school-aged children have conduct disorder and require professional treatment .
It is more common in boys than in girls.
There is no precise definition of behavioral problems, but we can define them as child behaviors that cause or are likely to cause difficulties in the child's learning activities. A child may show one or more than one behavior problem during his/her period of development. Some behavior problems may occur at a specific stage of development while some behavior problems occur at different stages.
Oppositional defiant disorder (ODD) is a psychiatric disorder that typically emerges in childhood, between ages 6 and 8, and can last throughout adulthood.
ODD is more than just normal childhood tantrums
Frequency and severity of ODD causes difficulty at home and at school.
Children with ODD also struggle with learning problems related to their behavior.
Two types of oppositional defiant disorder:
Childhood-onset ODD:
Present from an early age
Requires early intervention and treatment to prevent it from progressing into a more serious conduct disorder
Adolescent-onset ODD:
Begins suddenly in the middle- and high-school years, causing conflict at home and in school
3. It involves the mind rather than the body
It can be of different degrees (mild ,moderate
and severe)
It is common for children to show more than
one problem
Usually it has multiple causative factors
Can be assessed and managed effectively by
primary healthcare professionals
4. Delays and deviation from normal
development
Habit problems in early years(bed-wetting)
Emotional problems ( anxiety and depression)
Behavior problems( extreme disobedience ,
ADHD ,lying , truancy)
Specific Problems (self-starvation, self-harm ,
sexual development)
5. Mental health difficulties arising from chronic
physical illness ( Social disorder)
Severe mental health disorders ( Psychoses)
Stressful or damaging experiences ( child
abuse…emotional )
Having more than one of the
above conditions
6. Reduce the quality of the their
lives at any one point.
7. Gene code influence
Physical health affect their emotions and
behavior
Stressful experience either at home or at
school
8.
9.
10.
11. Child friendly environment
Observing behavior from parent talk
Enough time and focus on child
Local culture (Language , families ,parenting ,
beliefs about treatment , beliefs about cause
of illness and child upbringing)
12. Language used to describe mental health
condition
Families, the structure of the family (
multigenerational)
“Normal” parenting behavior ?
Lifestyle, what is regarded as normal lifestyle
Different of ways of showing distress
Beliefs about cause and treatment
Cultural complication
14. Children's development occurs along a
number of different pathways ( gross motor,
fine motor ,languages ,cognitive ,and social)
They are said to be having intellectual
disabilities.
They are dependent to some extent
15. It begins in the first 5 years of life
Useful information is attained from the
mother despite observation
Mother cooperation and simulation of what
child does
Ascertain whether its global developmental
delay or specific delay in development
16. Language delay ( should be judged against
the range of normal development)
Stammering ( lack of fluency in speech due to
hesitation , repetition of sounds)
Reading skills
Clumsiness( Dyspraxia and developmental
coordination disorder)
Autism spectrum disorder
18. Social communication and social interaction deficits
◦ Social-emotional reciprocity
◦ Nonverbal communication behaviors used for social
interaction
◦ Developing, maintaining, and understanding
relationships
Restricted, repetitive behaviors, interests, or activities
◦ Stereotyped or repetitive movements, use of objects,
or speech
◦ Insistence on sameness
◦ Hyper- or hypo-reactivity to sensory input
19. Male to female ration of 4:1
Environmental
◦ Advanced parental age
◦ Fetal exposure to toxins
Genetic
◦ 15 percent of cases associated with genetic
mutations
◦ Multiple genes most likely involved
20. Primary feature is a persistent pattern of inattention
and/or hyperactivity-impulsivity that interferes with
functioning or development
Present before age 12 and manifests in two or more
settings
Three subtypes within the disorder
◦ Predominantly Inattentive
◦ Predominantly Hyperactive/Impulsive
◦ Combined
• View the video and identify the signs of ADHD
• http://www.youtube.com/watch?v=IgCL79Jv0lc
21. 5 percent of children/adolescents diagnosed
with ADHD
Girls most commonly diagnosed with inattentive
subtype
Environmental
◦ Low birth weight
◦ History of maltreatment or multiple foster
placements, drinking/smoking/toxin exposure
(lead) during pregnancy
Genetic
◦ Higher in first-degree relatives
22. Excessive fear (emotional response to real or
perceived imminent threat)
Anxiety (anticipation of future threat)
Behavioral responses (fight, flight, freeze)
23. Separation Anxiety Social Anxiety
Range of 2.8 percent to 8
percent
Environmental
◦ Often develops after a life
stress, especially loss
◦ Parental overprotection
Genetic
◦ Much greater risk in first-
degree relatives
◦ Exact rates unknown
7 percent
Temperamental
◦ Fear of negative
evaluation
Environmental
◦ Maltreatment
◦ Modeling by parent
Genetic
◦ 2-6 times greater chance
in first-degree relatives
24. Excessive distress when anticipating or experiencing
separation from home or from attachment figures
Excessive worry about
◦ Losing attachment figures or possible harm to them
◦ Experiencing an untoward event that causes
separation from attachment figures
◦ Being alone or without attachment figures
Reluctance or refusal to go out, away from home, to
school
Reluctance or refusal to sleep alone
Nightmares with them of separation
Repeated complaints of physical symptoms
25. Fear or anxiety about social situations with
peers and adults (conversations, meeting
people, performance in front others, being
observed)
Fears of being negatively evaluated by others
Expressed in children through crying,
tantrums, freezing, clinging, or failing to
speak in social situations
Social situations are avoided or endured with
intense fear or anxiety
Lasting for six months or more
26. Symptoms Interventions
Intrusion symptoms
Avoidance of stimuli
associated with trauma
Changes in cognitions
and mood
Marked changes in
arousal and reactivity
Play therapy
Art therapy
Trauma-informed
cognitive behavioral
therapy
28. Angry/irritable mood
◦ Often loses temper
◦ Is often touchy or easily annoyed
◦ Is often angry and resentful
Argumentative/defiant behavior
◦ Argues with adults
◦ Defies or refuses to comply with requests or rules
◦ Deliberately annoys others
◦ Blames others for mistakes
Vindictiveness/spiteful
At least four symptoms; symptoms present at least 6
months
29. Pattern of behavior in which the basic rights
of others or societal norms and rules are
violated
Behaviors fall into four categories
◦ Aggression to people/animals
◦ Destruction of property
◦ Deceitfulness or theft
◦ Serious violation of rules
30. Special upbringing
Explanation to parents
Help but no cure
Reducing difficult behavior