This document provides an overview of 14 common childhood onset psychiatric disorders including major depressive disorder, dysthymic disorder, adjustment disorder, generalized anxiety disorder, separation anxiety disorder, obsessive compulsive disorder, specific phobia, attention deficit hyperactivity disorder, conduct disorder, posttraumatic stress disorder, elimination disorders, autism spectrum disorder, social communication disorder, and anaclitic depression. For each disorder, it discusses prevalence, diagnostic criteria, characteristics, and subtypes.
The document discusses several psychological disorders including anxiety disorders, mood disorders, autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), and childhood disintegrative disorder. It defines each disorder and describes their common symptoms, causes, diagnosis process, and treatment options which typically involve medication and behavioral therapies.
This document provides information about anxiety disorders that school counselors should know. It discusses how anxiety disorders are different from normal anxiety in that they are excessive, unreasonable, and impairing. It outlines common physical, psychological, and behavioral symptoms of anxiety disorders. The document emphasizes that anxiety disorders are highly prevalent but often underdiagnosed and undertreated conditions that typically begin in childhood/adolescence. Left untreated, they can negatively impact functioning and lead to other issues.
This document provides information on bipolar disorders, including their characteristics, diagnostic criteria, and specifiers. Key points include:
- Bipolar disorders involve disturbances in mood ranging from depression to mania. Major types include Bipolar I, Bipolar II, and Cyclothymic Disorder.
- Diagnosis requires meeting criteria for depressive, hypomanic or manic episodes. Hypomanic episodes involve elevated mood for 4+ days with 3+ symptoms. Manic episodes last 1+ weeks with similar but more severe symptoms.
- Specifiers further characterize episodes, such as with anxious distress, mixed features, or rapid cycling. Organic causes and substance use can also induce bipolar-
Anxiety, defined as dread or apprehension, is not considered pathologic, is seen across the life span, and can be adaptive (e.g. the anxiety one might feel during an automobile crash).
Anxiety becomes disabling.
Interfering with social interactions, development.
Achievement of goals or quality of life.
Can lead to slow self esteem, social withdrawal.
Academic underachievement.
The average age of onset of anxiety disorder is 11 years.
This is the most common psychiatric disorders of childhood.
Occurs in 5-18% of all children and adolescents.
Prevalence rate is comparable to physical disorders such as asthma and diabetes.
One of the most common childhood anxiety disorder.
Prevalence- 3.5-5.4%
Girls ˃ boys
Common in prepubertal children. Average age of onset 7.5 yrs.
It is developmentally normal when it begins about 10 month of age and tapers off by 18 month.
By 3 years of age, most children can accept the temporary absence of their mother or primary caregiver.
SAD is characterised by unrealistic and persistent worries about separation from home or a major attachment figure.
This document discusses anxiety disorders. It defines anxiety and pathological anxiety, and notes that anxiety disorders are associated with neurotransmitter imbalances involving serotonin, noradrenaline, and GABA. It then describes several types of anxiety disorders including panic disorder, separation anxiety disorder, specific phobia, social anxiety disorder, and generalized anxiety disorder. The document outlines biological and medical causes of anxiety disorders and lists common symptoms. It concludes with a discussion of assessment, management through pharmacotherapy and psychotherapy, and medications used to treat different anxiety disorders.
Children are at high risk of emotional disorders. These have become the most common reasons for their visits to the psychiatrist.
They include mood disorders, anxiety disorders, and trauma and stress-related disorders.
This slide explains each of these in details.
Enjoy
Mood disorders are total body disorders that affect how people think, behave, care for themselves, and their overall health. There are three main types of mood disorders: depression, dysthymia, and bipolar disorder. Depression is characterized by feelings of sadness, loss of interest, changes in appetite or sleep, fatigue, concentration problems, and thoughts of death or suicide for at least two weeks. Bipolar disorder involves alternating periods of depression and mania or hypomania. Dysthymia is a chronic mild depression lasting at least two years. Mood disorders can be triggered by life events but are disproportionately severe and long-lasting compared to typical sadness.
The document summarizes mood disorders, specifically depression. It describes depression as a disturbance of emotions that affects how people think, behave, and care for themselves. Clinical depression is more severe than typical short-term reactions and causes significant impairment. It discusses the symptoms and diagnostic criteria for major depressive episodes according to the DSM-IV.
The document discusses several psychological disorders including anxiety disorders, mood disorders, autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), and childhood disintegrative disorder. It defines each disorder and describes their common symptoms, causes, diagnosis process, and treatment options which typically involve medication and behavioral therapies.
This document provides information about anxiety disorders that school counselors should know. It discusses how anxiety disorders are different from normal anxiety in that they are excessive, unreasonable, and impairing. It outlines common physical, psychological, and behavioral symptoms of anxiety disorders. The document emphasizes that anxiety disorders are highly prevalent but often underdiagnosed and undertreated conditions that typically begin in childhood/adolescence. Left untreated, they can negatively impact functioning and lead to other issues.
This document provides information on bipolar disorders, including their characteristics, diagnostic criteria, and specifiers. Key points include:
- Bipolar disorders involve disturbances in mood ranging from depression to mania. Major types include Bipolar I, Bipolar II, and Cyclothymic Disorder.
- Diagnosis requires meeting criteria for depressive, hypomanic or manic episodes. Hypomanic episodes involve elevated mood for 4+ days with 3+ symptoms. Manic episodes last 1+ weeks with similar but more severe symptoms.
- Specifiers further characterize episodes, such as with anxious distress, mixed features, or rapid cycling. Organic causes and substance use can also induce bipolar-
Anxiety, defined as dread or apprehension, is not considered pathologic, is seen across the life span, and can be adaptive (e.g. the anxiety one might feel during an automobile crash).
Anxiety becomes disabling.
Interfering with social interactions, development.
Achievement of goals or quality of life.
Can lead to slow self esteem, social withdrawal.
Academic underachievement.
The average age of onset of anxiety disorder is 11 years.
This is the most common psychiatric disorders of childhood.
Occurs in 5-18% of all children and adolescents.
Prevalence rate is comparable to physical disorders such as asthma and diabetes.
One of the most common childhood anxiety disorder.
Prevalence- 3.5-5.4%
Girls ˃ boys
Common in prepubertal children. Average age of onset 7.5 yrs.
It is developmentally normal when it begins about 10 month of age and tapers off by 18 month.
By 3 years of age, most children can accept the temporary absence of their mother or primary caregiver.
SAD is characterised by unrealistic and persistent worries about separation from home or a major attachment figure.
This document discusses anxiety disorders. It defines anxiety and pathological anxiety, and notes that anxiety disorders are associated with neurotransmitter imbalances involving serotonin, noradrenaline, and GABA. It then describes several types of anxiety disorders including panic disorder, separation anxiety disorder, specific phobia, social anxiety disorder, and generalized anxiety disorder. The document outlines biological and medical causes of anxiety disorders and lists common symptoms. It concludes with a discussion of assessment, management through pharmacotherapy and psychotherapy, and medications used to treat different anxiety disorders.
Children are at high risk of emotional disorders. These have become the most common reasons for their visits to the psychiatrist.
They include mood disorders, anxiety disorders, and trauma and stress-related disorders.
This slide explains each of these in details.
Enjoy
Mood disorders are total body disorders that affect how people think, behave, care for themselves, and their overall health. There are three main types of mood disorders: depression, dysthymia, and bipolar disorder. Depression is characterized by feelings of sadness, loss of interest, changes in appetite or sleep, fatigue, concentration problems, and thoughts of death or suicide for at least two weeks. Bipolar disorder involves alternating periods of depression and mania or hypomania. Dysthymia is a chronic mild depression lasting at least two years. Mood disorders can be triggered by life events but are disproportionately severe and long-lasting compared to typical sadness.
The document summarizes mood disorders, specifically depression. It describes depression as a disturbance of emotions that affects how people think, behave, and care for themselves. Clinical depression is more severe than typical short-term reactions and causes significant impairment. It discusses the symptoms and diagnostic criteria for major depressive episodes according to the DSM-IV.
This document provides information about bipolar affective disorder, including:
- Bipolar disorder involves alternating periods of mania/hypomania and depression, with types including bipolar I, II, and cyclothymia.
- Mania involves abnormally elevated mood and other symptoms lasting at least one week. Hypomania is similar but less severe and impairing.
- Depression involves depressed mood or loss of interest for at least two weeks along with other symptoms.
- Treatment involves medications like mood stabilizers, antipsychotics, and benzodiazepines to manage symptoms. Nursing care focuses on safety, education, and symptom management.
This document discusses emotional and behavioral disorders (EBD) in children. It defines EBD and provides classifications of internalizing versus externalizing behaviors. Common types of EBD are described such as anxiety disorders, depression, ADHD, conduct disorder, and eating disorders. Causes, characteristics, diagnosis, assessment, prevalence and management strategies are outlined. Behavioral and academic issues associated with EBD are also summarized.
This document discusses various concepts related to psychopathology and mental disorders. It defines a mental disorder as a clinically significant disturbance in cognition, conation, or affect that causes distress or disability. It outlines the World Health Organization's classification of mental disorders into 10 classes. Specific anxiety disorders like generalized anxiety disorder, panic disorder, and obsessive-compulsive disorder are explained in terms of their clinical features. The pathophysiology and management of anxiety disorders through pharmacotherapy and psychosocial treatments are also summarized.
Major depressive disorder and childhood bipolar disorder can present with a variety of symptoms beyond just depressed mood. Assessment of these conditions requires evaluating potential comorbidities, social contexts, relationships, and risk factors. Treatment may involve antidepressant medication, psychotherapy like CBT, and monitoring for several months. Bipolar disorder in particular can be hard to diagnose in children due to overlapping symptoms with other conditions.
This document discusses mental health and mental illness, particularly in youth. It defines mental health and mental illness, explores common mental illnesses like depression, anxiety, eating disorders, and ADHD. It examines causes of mental illness like genetics, neurotransmitters, and environmental factors. The document also addresses stigma, prevention strategies, pathways to recovery, and resources for where to get help.
This document discusses mental health and mental illness among youth. It defines mental health and mental illness, explores common mental illnesses like mood disorders and anxiety disorders, and discusses causes and prevention strategies. It also addresses stigma and pathways to recovery, providing resources for where to get help.
A 42-year-old man is experiencing a recurrent major depressive episode. He had previously responded well to treatment with imipramine but did not tolerate the anticholinergic side effects. Given his history of responding well to antidepressants and preference to avoid side effects, an SSRI with fewer anticholinergic effects would be a suitable first-line treatment option for this episode. Close monitoring would also be important given his risk of recurrence.
This document provides information on Unipolar Mood Disorder and defines Unipolar Disorder as a mental disorder characterized by pervasive and persistent low mood accompanied by low self-esteem and loss of interest in enjoyable activities. It discusses the manifestations of Unipolar Disorder which can affect daily life for weeks or longer by interfering with social, family, work, academic, and health aspects of life. The document also lists and describes several types of Depressive Disorders including Major Depressive Disorder, Persistent Depressive Disorder, and Premenstrual Dysphoric Disorder. It provides details on the diagnostic criteria, clinical manifestations, causes, assessment tools, prognosis, prevalence, and treatment options for these disorders.
REGIE R. CUMAWAS, LPT
KABANKALAN CATHOLIC COLLEGE
PERSONAL DEVELOPMENT (Maricel Ilag- Ramos)
*UNDERSTANDING MENTAL HEALTH
*COMMON PROBLEMS AMONG ADOLESCENTS
Emil Kraepelin, Eugen Bleuler, Kurt Schneider, and Michelle G. Craske et al. 2017 are cited as important figures in the study and understanding of schizophrenia. The document summarizes key points about the epidemiology, etiology, substance abuse issues, predictors of poor outcome, specifiers, symptoms, safety concerns, suicide/homicide risks, diagnostic criteria, and recommended assessments for patients with schizophrenia. Physical exams, laboratory tests, mental status exams, and ongoing monitoring are suggested to evaluate symptoms and side effects of the condition and its treatment.
Major depressive disorder and bipolar disorder are mood disorders characterized by disturbances in mood and behavior ranging from depression to mania. Major depressive disorder involves at least two weeks of depressed mood or lack of interest in activities along with other symptoms. Bipolar disorder involves extreme mood swings between episodes of mania and depression. Both have genetic and biological factors and are treated with medication and psychotherapy. Accurate assessment and monitoring of symptoms is important for nursing care.
This document provides information about bipolar disorder, including its definition, types, causes, symptoms, and treatment strategies. It defines bipolar disorder as a mental illness characterized by extreme mood swings between mania and depression. There are several types of bipolar disorder that are distinguished by the severity and length of manic episodes. Potential causes include genetic and environmental factors that impact neurotransmitter levels and brain circuitry. Symptoms vary depending on the current mood state. Treatment strategies include psychotherapy, pharmacotherapy using mood stabilizers and other medications, and brain stimulation techniques like ECT if needed.
This document provides information about anxiety and anxiety disorders. It defines mental health as a state of balance and harmony between an individual and their environment. Anxiety is described as the anticipation of future threat, characterized by muscle tension and vigilance. Several types of anxiety disorders are outlined, including separation anxiety disorder, specific phobia, social anxiety disorder, agoraphobia, generalized anxiety disorder, and panic disorder. The document notes that anxiety disorders involve excessive or persistent fear and anxiety that interfere with daily life. Finally, the document discusses some treatment options for anxiety disorders, including medication and therapy, and provides coping strategies like limiting caffeine and getting sufficient sleep.
This document discusses mental health and mental illness among youth. It defines mental health and mental illness, explores common mental illnesses like depression, anxiety, eating disorders and ADHD. It examines the causes of mental illness including genetics, environment, neurotransmitters and more. It also discusses stigma, prevention, recovery pathways, and where to seek help.
Separation anxiety disorder involves excessive anxiety regarding separation from home or attachment figures. It is characterized by distress when anticipating or experiencing separation, persistent worry about harm befalling attachment figures, and reluctance or refusal to go places alone. It is diagnosed when fears or avoidance last at least 4 weeks in children or typically 6 months in adults and cause impairment. Treatment involves cognitive behavioral therapy and may include medication, parenting techniques, or family therapy. Prognosis is generally good with treatment, though co-occurring conditions or actual threats of separation decrease likelihood of positive outcomes.
The document discusses mental health and mental illness. It begins with an overview of a 4 module program covering introduction to mental health, anxiety disorders, depression and treatment, and suicide. It then discusses definitions of mental health and illness, causes such as biological and psychological factors, and common disorders like anxiety and depression. Key topics covered include the stigma of mental illness, myths about mental illness, and scales to measure anxiety symptoms.
This document provides an overview of anxiety disorders, including:
- Definitions of anxiety and fear and how anxiety disorders can affect daily life.
- The six main types of anxiety disorders - generalized anxiety disorder, panic disorder, specific phobias, agoraphobia, social anxiety disorder, and separation anxiety disorder.
- Common symptoms, diagnostic criteria, and treatments for anxiety disorders, which often involve psychotherapy and medication.
- Risk factors for anxiety disorders include genetic and environmental influences.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
More Related Content
Similar to CHILDHOOD ONSET PSYCHIATRIC DISORDER MED II 2021 (YOUMNA).pptx
This document provides information about bipolar affective disorder, including:
- Bipolar disorder involves alternating periods of mania/hypomania and depression, with types including bipolar I, II, and cyclothymia.
- Mania involves abnormally elevated mood and other symptoms lasting at least one week. Hypomania is similar but less severe and impairing.
- Depression involves depressed mood or loss of interest for at least two weeks along with other symptoms.
- Treatment involves medications like mood stabilizers, antipsychotics, and benzodiazepines to manage symptoms. Nursing care focuses on safety, education, and symptom management.
This document discusses emotional and behavioral disorders (EBD) in children. It defines EBD and provides classifications of internalizing versus externalizing behaviors. Common types of EBD are described such as anxiety disorders, depression, ADHD, conduct disorder, and eating disorders. Causes, characteristics, diagnosis, assessment, prevalence and management strategies are outlined. Behavioral and academic issues associated with EBD are also summarized.
This document discusses various concepts related to psychopathology and mental disorders. It defines a mental disorder as a clinically significant disturbance in cognition, conation, or affect that causes distress or disability. It outlines the World Health Organization's classification of mental disorders into 10 classes. Specific anxiety disorders like generalized anxiety disorder, panic disorder, and obsessive-compulsive disorder are explained in terms of their clinical features. The pathophysiology and management of anxiety disorders through pharmacotherapy and psychosocial treatments are also summarized.
Major depressive disorder and childhood bipolar disorder can present with a variety of symptoms beyond just depressed mood. Assessment of these conditions requires evaluating potential comorbidities, social contexts, relationships, and risk factors. Treatment may involve antidepressant medication, psychotherapy like CBT, and monitoring for several months. Bipolar disorder in particular can be hard to diagnose in children due to overlapping symptoms with other conditions.
This document discusses mental health and mental illness, particularly in youth. It defines mental health and mental illness, explores common mental illnesses like depression, anxiety, eating disorders, and ADHD. It examines causes of mental illness like genetics, neurotransmitters, and environmental factors. The document also addresses stigma, prevention strategies, pathways to recovery, and resources for where to get help.
This document discusses mental health and mental illness among youth. It defines mental health and mental illness, explores common mental illnesses like mood disorders and anxiety disorders, and discusses causes and prevention strategies. It also addresses stigma and pathways to recovery, providing resources for where to get help.
A 42-year-old man is experiencing a recurrent major depressive episode. He had previously responded well to treatment with imipramine but did not tolerate the anticholinergic side effects. Given his history of responding well to antidepressants and preference to avoid side effects, an SSRI with fewer anticholinergic effects would be a suitable first-line treatment option for this episode. Close monitoring would also be important given his risk of recurrence.
This document provides information on Unipolar Mood Disorder and defines Unipolar Disorder as a mental disorder characterized by pervasive and persistent low mood accompanied by low self-esteem and loss of interest in enjoyable activities. It discusses the manifestations of Unipolar Disorder which can affect daily life for weeks or longer by interfering with social, family, work, academic, and health aspects of life. The document also lists and describes several types of Depressive Disorders including Major Depressive Disorder, Persistent Depressive Disorder, and Premenstrual Dysphoric Disorder. It provides details on the diagnostic criteria, clinical manifestations, causes, assessment tools, prognosis, prevalence, and treatment options for these disorders.
REGIE R. CUMAWAS, LPT
KABANKALAN CATHOLIC COLLEGE
PERSONAL DEVELOPMENT (Maricel Ilag- Ramos)
*UNDERSTANDING MENTAL HEALTH
*COMMON PROBLEMS AMONG ADOLESCENTS
Emil Kraepelin, Eugen Bleuler, Kurt Schneider, and Michelle G. Craske et al. 2017 are cited as important figures in the study and understanding of schizophrenia. The document summarizes key points about the epidemiology, etiology, substance abuse issues, predictors of poor outcome, specifiers, symptoms, safety concerns, suicide/homicide risks, diagnostic criteria, and recommended assessments for patients with schizophrenia. Physical exams, laboratory tests, mental status exams, and ongoing monitoring are suggested to evaluate symptoms and side effects of the condition and its treatment.
Major depressive disorder and bipolar disorder are mood disorders characterized by disturbances in mood and behavior ranging from depression to mania. Major depressive disorder involves at least two weeks of depressed mood or lack of interest in activities along with other symptoms. Bipolar disorder involves extreme mood swings between episodes of mania and depression. Both have genetic and biological factors and are treated with medication and psychotherapy. Accurate assessment and monitoring of symptoms is important for nursing care.
This document provides information about bipolar disorder, including its definition, types, causes, symptoms, and treatment strategies. It defines bipolar disorder as a mental illness characterized by extreme mood swings between mania and depression. There are several types of bipolar disorder that are distinguished by the severity and length of manic episodes. Potential causes include genetic and environmental factors that impact neurotransmitter levels and brain circuitry. Symptoms vary depending on the current mood state. Treatment strategies include psychotherapy, pharmacotherapy using mood stabilizers and other medications, and brain stimulation techniques like ECT if needed.
This document provides information about anxiety and anxiety disorders. It defines mental health as a state of balance and harmony between an individual and their environment. Anxiety is described as the anticipation of future threat, characterized by muscle tension and vigilance. Several types of anxiety disorders are outlined, including separation anxiety disorder, specific phobia, social anxiety disorder, agoraphobia, generalized anxiety disorder, and panic disorder. The document notes that anxiety disorders involve excessive or persistent fear and anxiety that interfere with daily life. Finally, the document discusses some treatment options for anxiety disorders, including medication and therapy, and provides coping strategies like limiting caffeine and getting sufficient sleep.
This document discusses mental health and mental illness among youth. It defines mental health and mental illness, explores common mental illnesses like depression, anxiety, eating disorders and ADHD. It examines the causes of mental illness including genetics, environment, neurotransmitters and more. It also discusses stigma, prevention, recovery pathways, and where to seek help.
Separation anxiety disorder involves excessive anxiety regarding separation from home or attachment figures. It is characterized by distress when anticipating or experiencing separation, persistent worry about harm befalling attachment figures, and reluctance or refusal to go places alone. It is diagnosed when fears or avoidance last at least 4 weeks in children or typically 6 months in adults and cause impairment. Treatment involves cognitive behavioral therapy and may include medication, parenting techniques, or family therapy. Prognosis is generally good with treatment, though co-occurring conditions or actual threats of separation decrease likelihood of positive outcomes.
The document discusses mental health and mental illness. It begins with an overview of a 4 module program covering introduction to mental health, anxiety disorders, depression and treatment, and suicide. It then discusses definitions of mental health and illness, causes such as biological and psychological factors, and common disorders like anxiety and depression. Key topics covered include the stigma of mental illness, myths about mental illness, and scales to measure anxiety symptoms.
This document provides an overview of anxiety disorders, including:
- Definitions of anxiety and fear and how anxiety disorders can affect daily life.
- The six main types of anxiety disorders - generalized anxiety disorder, panic disorder, specific phobias, agoraphobia, social anxiety disorder, and separation anxiety disorder.
- Common symptoms, diagnostic criteria, and treatments for anxiety disorders, which often involve psychotherapy and medication.
- Risk factors for anxiety disorders include genetic and environmental influences.
Similar to CHILDHOOD ONSET PSYCHIATRIC DISORDER MED II 2021 (YOUMNA).pptx (20)
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
2. CLINICAL DIAGNOSIS FOR CHILDREN
1. Major Depressive Disorder
2. Dysthymic Disorder
3. Adjustment Disorder
4. Anaclitic Depression
5. Generalized Anxiety Disorder
6. Separation Anxiety Disorder
7. Obsessive Compulsive Disorder
8. Specific Phobia
9. Attention Deficit and Hyperactivity Disorder
10. Conduct Disorder
11. Posttraumatic Stress Disorder
12. Elimination Disorders
13. Autism Spectrum Disorder
14. Social Communication Disorder
3. 1. MAJOR DEPRESSIVE DISORDER
Prevalence
• Depression in children : 2 % ( males more than females))
• Depression in adolescents: 10 to 20% ( Females more than
males)
4. Diagnostic Criteria for Major Depressive Disorder
The Child presents at least five symptoms during the same two
week period and represent a change from previous
functioning:
1- Depressed Mood
2- Markedly diminished interest in pleasure in almost all activities
3- Significant weight loss or weight gain, or decrease or increase in
appetite nearly everyday.
4- Insomnia or hypersomnia
5- Psychomotor agitation or retardation nearly every day
6- Fatigue or loss of energy nearly every day
7- Feelings of worthlessness or excessive or inappropriate guilt
8- Diminished ability to think or concentrate
9- Recurrent thoughts of death or recurrent suicidal ideation
5. Caracteristic of Depression in Children :
• Depressed mood is manifested in children by irritability and
constant expression of boredom.
• Loss of concentration is shown by loss of interest in
homework or school related activities.
• Agitation is translated in children by behavioral problems at
home: Child suddenly appear to be restless, aggressive and
oppositional.
• Fatigue is expressed by a decreased in energy level: a simple
task could appear very difficult to complete ( teeth brushing,
fixing school bag).
6. Other kinds of depression:
• The diagnosis of chronic depression or depression with
melancholia is suggested when symptoms are very
severe and last more than 1 year in children and more
than 2 years in adults.
• The diagnosis of atypical depression is suggested when
mood symptoms specifically sadness is not apparent at
first and when there is a quick positive mood reactivity.
Depression in children is often expressed by somatic
complains (stomach aches, nausea).
7. 2. DYSTHYMIC DISORDER
• Child shows depressed mood practically all day long, more
days than not. This depressed mood must be addressed
individually (by the person himself) or observable by
others.
• In children and adolescents, depressed mood could be
manifested by irritability.
• It calls for an immediate and particular attention and
psychological intervention.
8. Diagnostic Criteria for Dysthymic Disorder:
Child shows at least 2 of the following symptoms during a
period of 1 year:
• Poor appetite or overeating.
• Insomnia or hypersomnia.
• Low energy or fatigue.
• Low self esteem.
• Poor concentration or difficulty making decisions.
• Feelings of hopelessness.
9. 3. ADJUSTMENT DISORDER
• It is a reaction to a stressful life event (moving, divorce,
sickness of a loved one, change of school, surgery).
• Adjustment disorder is frequent in children and is
manifested more by behavioral problems than sadness.
10. • The development of emotional or behavioral symptoms
is in response to an identifiable stressor(s) occurring
within 3 months of the onset of the stressor (s).
• Acute < 6 months ; chronic > 6 months
Diagnostic Criteria for Adjustment Disorder:
• Marked distress that is in excess of what would be
expected from exposure to the stressor.
• Significant impairment in social or occupational
(academic) functioning.
11. Subtypes of Adjustment Disorder:
• With depressed mood ( predominant manifestations are
symptoms such as depressed mood, tearfulness or feelings of
hopelessness).
• With anxiety (predominant manifestations are symptoms
such as nervousness, worry or in in children fears of
separation from major attachment figures).
• With mixed anxiety and depressed mood ( predominant
manifestations is a combination of depression and anxiety).
• With disturbance of conduct ( predominant manifestation is
a disturbance in conduct in which there is violation of the
rights of others).
• With mixed disturbance of emotions and conduct
(predominant manifestations: both emotional symptoms eg
depression, anxiety and a disturbance of conduct).
12. 4. ANACLITIC DEPRESSION
• It usually occurs in new born of 6 months of age and
more who has been deprived of physical and emotional
attention by his primary care giver. It is usually
prevalent in mothers who have just given birth in the
context of post partum depression.
Diagnostic criteria for analytic depression
• Non reactive to environment.
• Insomnia.
• Continuous loss of weight.
• Growth retardation.
• Mental growth retardation.
• Regression in acquired motor skills.
• Increased sensitivity to infection.
13. Alarm signs
Somatic manifestations:
• Anorexia
• Growth retardation
• Insomnia
Behavioral manifestation
• Loss of interest in activities and games.
Growth retardation in psychomotor development
• Speech delay that occurs after few weeks.
14. 5. GENERALIZED ANXIETY DISORDER
Prevalence:
• Generalized Anxiety Disorder: 12 %
• Separation Anxiety Disorder: 4 to 5 %
• Obsessive Compulsive Disorder : 2 %
• Social Phobia: 13 %
• Specific Phobia: 11 %
Diagnostic Criteria of Generalized Anxiety Disorder
Child presents 3 or more of the following 6 symptoms
present for more days than not for the past 6 months:
• Restlessness
• Being easily fatigued.
• Difficulty concentrating or mind going blank
• Irritability.
• Muscular tension.
• Sleep disturbance.
15. 6. SEPARATION ANXIETY DISORDER
Prevalence: 4 to 5 %
Onset: Before age of 18 years
Early onset < 6ans
Diagnostic Criteria for Separation Anxiety Disorder
Child presents at least 3 from the following symptoms
during a period of 4 weeks:
• Recurrent excessive distress when separation from home
or major attachment figures occurs or anticipated.
• Persistent and excessive worry about losing, or about
possible harm befalling, major attachment figure.
16. • Persistent and excessive worry that an event will lead to
separation from a major attachment figure.
• Persistent reluctance or refusal to go to school or
elsewhere because of fear of separation.
• Persistently and excessively fearful or reluctant to be
alone or without major attachment figures at home or
without significant adults in other settings.
• Persistent reluctance or refusal to go to sleep without
being near a major attachment figure or to sleep away
from home.
• Repeated nightmares involving the theme of separation.
• Repeated complaints of physical symptoms when
separation from major attachment figures occurs or
anticipated.
17. 7. OBSESSIVE COMPULSIVE DISORDER
Prevalence: 2%
Diagnostic criteria for Obsessive Compulsive Disorder :
1. Either obsessions or compulsions:
Obsessions:
• Recurrent and persistent thoughts, impulses or images that
are experienced, at some time during the disturbance , as
intrusive and inappropriate and that cause marked anxiety
or distress.
• The thoughts, impulses, or images are not simply excessive
worries about real-life problems.
• The person attempts to ignore or suppress such thoughts,
impulses, or images, or to neutralize them with some other
thought or action.
• The person recognizes that the obsessional thoughts,
impulses or images are a product of his or her own mind.
18. Compulsions :
• Repetitive behaviors or mental acts that the person
feels driven to perform in response to an obsession, or
according to rules that must be applied rigidly.
• The behaviors or mental acts are aimed at preventing
or reducing distress or preventing some dreaded event
or situation: however, these behaviors or mental acts
either or not connected in a realistic way with what
they are designed to neutralize or prevent or are
clearly excessive.
2- The obsessions or compulsions cause marked distress,
are time consuming, or significantly interfere with the
person’s normal routine, occupational functioning or
usual social activities or relationships.
19. 8. SPECIFIC PHOBIA
Prevalence: 11%
Diagnostic criteria for specific phobia:
• Marked and persistent fear that is excessive or unreasonable,
cued by the presence or anticipation of a specific object or
situation.
•Exposure to the phobic stimuli almost invariably provokes an
immediate anxiety response, which may take the form of a
situationally bound or situationally predisposed Panick Attack.
(In children , the anxiety may be expressed by crying,
tantrums, freezing or clinging).
20. • The person recognizes that the fear is excessive or
unreasonable. In children, this feature may be absent.
• The phobic situation is avoided or else is endured with
intense anxiety or distress.
• The avoidance, anxious anticipation, or distress in the
feared situation interferes significantly with the person’s
normal routine, occupational (or academic) functioning,
or social activities or relation ships, or there is marked
distress about having the phobia.
• In individuals under age 18 years, the duration is at least
6 months.
21. Subtypes of Specific Phobia
• Animal Type( insects, dogs…)
• Natural environment Type (e.g, heights, storms, water)
• Blood-injection-Injury Type ( blood accident)
• Situational Type (Airplanes, elevators, enclosed places)
• Other Type (e.g, phobic avoidance of situations that
may lead to choking, vomiting or contracting an illness.
In children, avoidance of loud sounds or costumed
characters)
22. 9. ATTENTION DEFICIT AND HYPERACTIVITY DISORDER:
Prevalence: 3 to 8 %
Attention deficit and hyperactivity disorder is:
• A neuro-developmental disorder
• Appears before 12 years old
• Causes a significant impairment in social, and academic
functioning
23. Diagnostic criteria of Attention Deficit and Hyperactivity
Disorder:
Child presents 6 symptoms or more of INATTENTION that last at
least for a period of 6 months:
• Often fails to give close attention to details.
• Often has difficulty sustaining attention in tasks or play activities.
• Often does not seem to listen when spoken to directly.
• Often does not follow through on instructions and fails to finish
school work.
• Often has difficulty organizing tasks and activities.
• Often avoids, dislikes or is reluctant to engage in tasks that
require sustained mental effort.
• Often loses things necessary for tasks or activities.
• Is often easily distracted by extern stimuli.
• Is often forgetful in daily activities.
24. Diagnostic criteria of Attention Deficit and Hyperactivity Disorder:
Child presents 6 symptoms of HYPERACTIVITY-IMPULSIVITY that last
for a period of at least 6 months.
Hyperactivity:
• Often fidgets with hands or feet or squirms in seat.
• Often leaves seat in classroom or in other situations in which
remaining seated is expected.
• Often runs or climbs excessively in situations in which it is
inappropriate.
• Often has difficulty playing or engaging in leisure activities quietly.
• Is often «on the go » or often acts as if « driven by a motor ».
• Often talks excessively.
25. Impulsivity:
• Often blurts out answers before questions have been
completed.
• Often has difficulty awaiting turn.
• Often interrupts or intrudes on others.
26. ADHD Criteria: Three Axes of Problem:
Inattention / Distractibility.
Hyperactivity.
Impulsivity.
Problem with the "Maestro".
27. 27
10. CONDUCT DISORDER :
A. 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:
Aggression to People and Animals
1. Often bullies, threatens, or intimidates others.
2. Often initiates physical fights.
3. Has used a weapon that can cause serious physical harm to others (e.g., a bat, brick, broken
bottle, knife, gun).
4. Has been physically cruel to people.
5. Has been physically cruel to animals.
6. Has stolen while confronting a victim (e.g., mugging, purse snatching, extortion, armed
robbery).
7. Has forced someone into sexual activity.
28. 28
10. CONDUCT DISORDER Cont’d :
Destruction of Property
8. Has deliberately engaged in fire setting with the intention of causing serious damage.
9. Has deliberately destroyed others’ property (other than by fire setting).
Deceitful ness or Theft
10. Has broken into someone else’s house, building, or car.
11. Often lies to obtain goods or favors or to avoid obligations (i.e., “cons” others).
12. Has stolen items of nontrivial value without confronting a victim (e.g., shoplifting, but without
breaking and entering: forgery).
Serious Violations of Rules
13. Often stays out at night despite parental prohibitions, beginning before age 13 years.
14. Has run away from home overnight at least twice while living in the parental or parental
surrogate home, or once without returning for a lengthy period.
15. Is often truant from school, beginning before age 13 years.
B. The disturbance in behavior causes clinically significant impairment in social, academic, or
occupational functioning.
C. If the individual is age 18 years or older, criteria are not met for antisocial personality disorder.
29. 11. POST-TRAUMATIC STRESS DISORDER:
1. The person has been exposed to a traumatic event in
which both of the following were present:
• The person experienced, witnessed, or was confronted
with an event or events that involved actual or
threatened death or serious injury or a threat to the
physical integrity of self or others.
• The person’s response involved intense fear,
helplessness or horror. In children, this may be
expressed instead by disorganized or agitated behavior.
30. 2. The traumatic event is persistently reexperienced in
one (or more) of the following ways:
a) Recurrent and intrusive distressing recollections of
the event including images, thoughts or
perceptions. In young children, repetitive play may
occur in which themes or aspects of the trauma are
expressed.
b) Recurrent distressing dreams of the event. In
children, there may be frightening dreams without
recognizable content.
c) Acting or feeling as if traumatic event were recurring
(flash back episodes).
31. d) Intense psychological distress at exposure to internal or
external cues that symbolize an aspect of the traumatic
event.
e) Physiological reactivity on exposure to internal or external
cues that symbolize an aspect of the traumatic event.
3. Persistent avoidance of stimuli associated with the trauma
and numbing of general responsiveness (not present
before the trauma) as indicated by three (or more) of the
following:
a) Efforts to avoid thoughts, feelings, or conversations
associated with the trauma.
32. b) Efforts to avoid activities, places or people that arouse
recollections of the trauma.
c) In ability to recall an important aspect of the trauma.
d) Markedly administered interest or participation in
significant activities.
e) Feeling of detachment or estrangement from others.
f) Restricted range of affect (eg: unable to have loving
feelings).
g) Sense of a foreshortened future (e.g: Does not expect to
have a career, marriage, children, or normal life span)
33. 4. Persistent symptoms of increased arousal (not present
before the trauma) as indicated by two (or more) of the
following:
a) Difficulty falling or staying asleep.
b) Irritability or outbursts of anger.
c) Difficulty concentrating.
d) Hypervigilance.
e) Exaggerated startle response.
5. Duration of the disturbance (symptoms in criteria B, C, and
D) is more than one month.
6. The disturbance causes clinically significant distress or
impairment in social, occupational or other important areas
of functioning.
34. 12. ELIMINATION DISORDER (ENURESIS)
Diagnostic Criteria for enuresis:
A. Repeated voiding of urine into bed or clothes, whether involuntary or
intentional.
B. The behavior is clinically significant as manifested by either a frequency
of at least twice a week for at least 3 consecutive months or the
presence of clinically significant distress or impairment in social,
academic or other important areas of functioning.
C. Chronological age is at least 5 years.
D. The behavior is not attributable to the physiological effects of a
substance (medication) or another medical condition (e.g., a diabestes,
spinabifidia, a seizure disorder).
Specify whether:
-Nocturnal only: Passage of urine only during nighttime sleep.
- Diurnal only: Passage of urine during waking hours.
- Nocturnal and diurnal: A combination of the two subtypes above.
35. 12. ELIMINATION DISORDER (ENCOPRESIS)
Diagnostic Criteria for encopresis:
A. Repeated passage of feces into inappropriate places (e.g., clothing,
floor), whether involuntary or intentional.
B. At least one such event occurs each month for at least 3 months.
C. Chronological age is at least 4 years.
D. The behavior is not attributable to the physiological effect of a
substance (e.g,. Laxatives) or another medical condition except through
a mechanism involving constipation.
Specify whether:
-With constipation and overflow incontinence: There is evidence of
constipation on physical examination or by history.
- Without constipation and overflow incontinence: There is no evidence of
constipation on physical examination or by history.
36. 13. AUTISM SPECTRUM DISORDER:
Prevalence:
1% of the population with similar estimates in child
and adult samples.
Autism spectrum disorder is diagnosed four times
more often in males than in females.
37. Diagnostic criteria Autism Spectrum Disorder:
A- Persistent deficits in social communication and social interaction across
multiple contexts, as manifested by the following, currently or by history:
1- Deficits in social-emotional reciprocity, ranging, for example, from abnormal
social approach and failure of normal back-and forth conversation; to
reduced sharing of interests, emotions, or affect; to failure to initiate or
respond to social interactions.
2- Deficits in nonverbal communicative behaviors used for social interactions,
ranging for example, from poorly integrated verbal and nonverbal
communication; to abnormalities in eye contact and body language or
deficits in understanding and use of gestures; to total lack of facial
expressions and nonverbal communication.
3- Deficits in developing, maintaining, and understanding relationships, ranging,
for example, from difficulties adjusting behavior to suit various social
contexts; to difficulties in sharing imaginative play or in making friends; to
absence of interest in peers.
38. B- Restricted, repetitive patterns of behavior, interests, or
activities, as manifested by at least two of the following,
currently or by history:
1- Stereotyped or repetitive motor movements, use of objects, or
speech (e.g., simple motor stereotypes, lining up toys or
flipping objects, echolalia, idiosyncratic phrases).
2- Insistence on sameness, inflexible adherence to routines, or
ritualized pattern of verbal or nonverbal behavior (e.g.,
extreme distress at small changes, difficulties with transitions,
rigid thinking patterns, greeting rituals, need to take same
route or eat some food every day).
39. 3- Highly restricted, fixated interest that are abnormal in intensity or
focus (e.g., strong attachments to or preoccupation with unusual
objects, excessively circumscribed or perseverative interests).
4- Hyper- or hyporeactivity to sensory input or unusual interest in
sensory aspects of the environment (e.g., apparent indifference to
pain temperature, adverse response to specific sounds or textures,
excessive smelling or touching of objects, visual fascination with
lights or movement).
40. C- Symptoms must be present in the early developmental period (but may
not become fully manifest until social demands exceed limited capacities,
or may be masked by learned strategies in later life).
D- Symptoms cause clinically significant impairment in social, occupational,
or other important areas of current functioning.
E- These disturbances are not better explained by intellectual disability
(intellectual developmental disorder) or global developmental delay.
Intellectual disability and autism spectrum disorder frequently co-occur.
To make comorbid diagnoses of autism spectrum disorder and intellectual
disability, social communication should be below that expected for
general developmental level.
41. Notes about Autism Spectrum Disorder:
Individuals who have marked deficits in social communication, but
whose symptoms do not otherwise meet criteria for autism spectrum
disorder, should be evaluated for social communication disorder.
Specification:
-With or without accompanying intellectual impairment
- With or without accompanying language impairment
- Associated with a known medical or genetic condition or environmental
factor
- Associated with another neurodevelopmental, mental, or behavioral
disorder
- With catatonia
42. Severity:
Severity should be recorded as level of support needed for each of the
two psychopathological domains
-Requiring support
- Requiring substantial support
- Requiring very substantial support
43. AUTISM SPECTRUM DISORDER
Development and course:
Symptoms are typically recognized during the second year of
life (12-24 months of age) but may be seen earlier than 12
months if developmental delays are severe, or noted later
than 24 months if symptoms are more subtle.
“Red flag” for autism spectrum, disorder: Some children with
autism spectrum disorder experience developmental
regression, with a gradual or relatively rapid deterioration in
social behaviors of use of language, often during the first 2
years of life.
44. AUTISM SPECTRUM DISORDER
Prognostic Factors
The best established prognostic factors for individual outcome
within autism spectrum disorder are:
- presence or absence of associated intellectual disability
- language impairment.
45. AUTISM SPECTRUM DISORDER
Differential diagnosis
1- Selective mutism:
early development is not typically disturbed.
The affected child usually exhibits appropriate communication
skills in certain context and setting.
Even in settings where the child is mute, social reciprocity is
not impaired, nor are restricted or repetitive patterns of
behavior present.
46. AUTISM SPECTRUM DISORDER
Differential Diagnosis
2- Language disorders and social communication disorder.
When an individual shows impairment in social communication and social
interactions but does not show restricted and repetitive behavior or interests,
criteria for social communication disorder instead of autism spectrum Disorder
may be met.
3- Intellectual disability without autism spectrum disorder.
A diagnosis of autism spectrum disorder in an individual with intellectual
disability is appropriate when social communication and interaction are
significantly impaired relative to the developmental level of the individual’s
nonverbal skills (e.g., fine motor skills, nonverbal problem solving).
In contrast, intellectual disability is the appropriate diagnosis when there is no
apparent discrepancy between the level of social communicative skills and other
intellectuals skills.
47. AUTISM SPECTRUM DISORDER
Differential Diagnosis
4- Stereotypic movement disorder
Motor stereotypies are among the diagnostic characteristics of autism
spectrum disorder, so an additional diagnosis of stereotypic movement disorder is
not given when such repetitive behaviors are better explained by the presence of
autism spectrum disorder.
However, when stereotypies cause self-injury and become a focus of
treatment, both diagnosis may be appropriate.
5- Attention-deficit/hyperactivity disorder.
A diagnosis of attention-deficit/hyperactivity disorder (ADHD) should be
considered when attentional difficulties or hyperactivity exceeds that typically
seen in individuals of comparable mental age.
48. AUTISM SPECTRUM DISORDER
Comorbidity
Autism spectrum disorder is frequently associated with intellectual
impairment and structural language disorder (i.e., inability to understand and
construct sentences with proper grammar).
Many individuals with autism spectrum disorder have psychiatric symptoms
that do not form part of the diagnostic criteria for the disorder (about 70% of
individuals with autism spectrum disorder may have one comorbid mental
disorder, and 40% may have two or more comorbid mental disorders).
49. 14. SOCIAL COMMUNICATION DISORDER
Diagnostic Criteria for social communication disorder:
A. Persistent difficulties in the social use of verbal and nonverbal
communication as manifested by all of the following:
1- Deficits in using communication for social purposes, such as greeting
and sharing information, in a manner that is appropriate for the social
context.
2- Impairment of the ability to change communication to match context or
the needs of the listener, such as speaking differently in a classroom than
on a playground, talking differently to a child than to an adult, and
avoiding use of overly formal language.
3- Difficulties following rules of conversation and storytelling, such as
taking turns in conversation, rephrasing when misunderstood, and
knowing how to use verbal and nonverbal signals to regulate interaction.
50. 4- Difficulties understanding what is not explicitly stated (e.g., making inferences)
and nonliteral or ambiguous meanings of language (e.g., idioms, humor,
metaphors, multiple meanings that depend on the context for interpretation).
B. The deficits result in functional limitations in effective communication, social
participation, social relationships, academic achievement, or occupational
performance, individually or in combination.
C. The onset of the symptoms is in the early developmental period (but deficits
may not become fully manifest until social communication demands exceed
limited capacities).
D. The symptoms are not attributable to another medical or neurological
condition or to low abilities in the domains of word structure and grammar, and
are not better explained by autism spectrum disorder, intellectual disability
(intellectual developmental disorder), global developmental delay, or another
mental disorder.