Stuttering Symptoms and DSM-IV Diagnosis Stuttering Symptoms and DSM-IV Diagnosis Stuttering Symptoms and Diagnosis Overview: Stuttering symptoms and diagnostic criteria follow below. While some of these stuttering symptoms may be recognized by family, teachers, legal and medical professionals, and others, only properly trained mental health professionals (psychologists, psychiatrists, professional counselors etc.) can or should even attempt to make a mental health diagnosis. Many additional factors are considered in addition to the stuttering symptoms in making proper diagnosis, including frequently medical and psychological testing considerations. This information on stuttering symptoms and diagnostic criteria are for information purposes only and should never replace the judgment and comprehensive assessment of a trained mental health clinician. Diagnostic criteria for 307.0 Stuttering Disturbance In the normal fluency and time patterning of speech (inappropriate for the individual's age).

characterized by frequent occurrences of one or more of the following: (1) sound and syllable repetitions (2) sound prolongations (4) broken words (e.g., pauses within a word) (5) audible or silent blocking (filled or unfilled pauses in speech) (6) circumlocutions (word substitutions to avoid problematic words) (7) words produced with an excess of physical tension (8) monosyllabic whole-word repetitions (e.g., "I-I-I I see him") B. The disturbance in fluency interferes with academic or occupational achievement or with social communication. C. If a speech-motor or sensory deficit is present, the speech difficulties are in excess of those usually associated with these problems. Coding Note: If a speech-motor or sensory deficit or a neurological condition is present, code the condition on Axis III. MSW EXAM Flashcards - Cram.com Common Elements among Social Work Theorists Problems Stress internal psychological processes, external social and environmental conditions and the interplay between them. Common Elements among Social Work Theorists Social Functioning Generic Social Work Focus on social functioning and role expectations, emphasizing the right of individuals to define their roles and meet their requirements in unique, self-determined ways.

Common Elements among Social Work Theorists Values Generic Social Work Worth of the individual; right of individuals to have access to services and opportunity to fulfill potential without regard to race, class. gender, sexual orientation, ;p self determination and confidentiality. Common Elements among Social Work Theorists DSM-IV Axis I Clinical disorders/other disorders that are the focus of clinical attention. II Personality Disorders/Mental Retardation V Global Assessment of Functioning DSM-IV - Disorders Usually Diagnosed in Infancy, Childhood or Adolescence Mental Retardation 1. Significantly sub-average intellectual functioning. 70 IQ or below. 2. Significant Limitations in 2 (communication, self-care, home living, social/interpersonal skills, use of community resources, self-direction, functional academic skills, work, leisure, health and safety. ) 3. Onset must occur before 18 years of age. DSM-IV - Disorders Usually Diagnosed in Infancy, Childhood or Adolescence Degrees of Mental Retardation 1. Mild Mental Retardation - 50/55 -70 IQ (85%, educable) 2.

Moderate Retardation - 35/40 -50/55 IQ (10%, trainable) 3. Severe Mental Retardation (20/25-35/40 IQ, 4% supervision) 4. Profound Mental Retardation (Below 20/25 IQ, 2%) 5. Mental Retardation, Severity Unspecified, scales wont work. DSM-IV - Disorders Usually Diagnosed in Infancy, Childhood or Adolescence Learning Disorders An individual's achievement on individually administered, standardized tests in reading, mathematics, or written expression is substantially below (2 standard deviations between achievement and iq - can use 1 deviation if there is other interference) that expected for age, schooling and level of intelligence. The learning problems significantly interfere with academic achievement or activities of daily living that require math, reading or writing skills. DSM-IV - Disorders Usually Diagnosed in Infancy, Childhood or Adolescence 315.00 Reading Disorder A. Reading achievement as measured by individually administered standardized tests of reading accuracy or comprehension, is substantially below that expected given the person's chronological age, measured intelligence and age-appropriate education. B.

The disturbance in Criterion A significantly interferes with academic achievement of activities of daily living that require reading skills. C. If a sensory deficit is present, the reading difficulties are in excess of those usually associated with it. DSM-IV - Disorders Usually Diagnosed in Infancy, Childhood or Adolescence 315.1 Mathematics Disorder A. Mathematical ability as measured by individually administered standardized tests, is substantially below that expected given the person's chronological age, measured intelligence and age-appropriate education. B. The disturbance in Criterion A significantly interferes with academic achievement of activities of daily living that require mathematical ability. C. If a sensory deficit is present, the reading difficulties are in excess of those usually associated with it. DSM-IV - Disorders Usually Diagnosed in Infancy, Childhood or Adolescence 315.2 Disorder of Written Expression A. Writing skills as measured by individually administered standardized tests or functional assessments of writing skills is substantially below that expected given the person's chronological age, measured intelligence and age-appropriate education. B. The disturbance in Criterion A significantly interferes with academic achievement of activities of daily living that require the composition of written texts. C.

If a sensory deficit is present, the writing difficulties are in excess of those usually associated with it. DSM-IV - Disorders Usually Diagnosed in Infancy, Childhood or Adolescence 315.9 Learning Disorder, NOS Do not meet the criteria for a specific learning disorder. Might include problems in all three areas that together significantly interfere with academic achievemnt even though performance on tests measuring each individual skill is not substantially below that expected given the person's age, intelligence or education. DSM-IV - Disorders Usually Diagnosed in Infancy, Childhood or Adolescence Motor Skills Disorder 315.4 Developmental Coordination Disorder A. Performance in daily activities that require motor coordination is substantially below that expected given the person's age and iq. May have marked delays in achieving motor milestones. B. Disturbance in A significantly interferes with academic achievement or activities of daily living. C. The disturbance is not due to a general medical condition and does not meet the criteria for pervasive developmental disorder. D. If mental retardation is present, the motor difficulties are in excess of those usually associated with it.

DSM-IV - Disorders Usually Diagnosed in Infancy, Childhood or Adolescence Communication Disorders 315.31 Expressive Language Disorder A. Scores obtained from standardized individually administered tests are substantially below those obtained from standardized measures of both nonverbal intellectual capacity and receptive language development. B. Difficulties with expressive language (limited vocab, errors in tense, recalling words, sentence complexity) interfere with academic or occupational achievement or with social communication. C. Criteria are not met for mixed receptive expressive language disorder or pervasive developmental disorder D If mental retardation, a speech-motor or sensory deficit, or environmental deprivation is present, the language difficulties are in excess of those usually associated with these problems. DSM-IV - Disorders Usually Diagnosed in Infancy, Childhood or Adolescence Language Disorder 315.32 Mixed Expressive Receptive Language Disorder A. The scores obtained from a battery of standardized individually administered measures of both receptive and expressive language development are substantially below those obtained from standardized measures of nonverbal intellectual capacity. B. The difficulties with receptive and expressive language significantly interferes with academic or occupational achievement or with social communication. C. Criteria are not met for a Pervasive Developmental Disorder D.

If mental retardation, as speech-motor or sensory deficit, or environmental deprivation is present, the language difficulties are in excess of those usually associated with these problems. Disorders Usually First Diagnosed in Infancy, Childhood or Adolescence Language Disorder 315.9 Phonological Disorder A. Failure to use developmentally expected speech sounds that are appropriate for age and dialect (ex. switching sounds). B. The difficulties in speech sound production interfere with academic or occupational achievement or with social communication. C. If mental retardation, a speech-motor or sensory deficit, or environmental deprivation is present, the speech difficulties are in excess of those usually associated with these problems. Disorders Usually First Diagnosed in Infancy, Childhood or Adolescence Language Disorder 307.0 Stuttering A. Disturbance in the normal fluency and time patterning of speech, characterized by frequent occurrences of one or more of the following: 1. Sound and syllable repetitions 2. Sound prolongations 5. Audible or silent blocking 6. Circumlocutions (word substitutions to avoid problematic words). 7. words produced with an excess of physical tension. 8. Monosyllabic whole word repetitions. B.

The disturbance in fluency interferes with academic or occupational achievement or with social communication. C. IF a speech-motor or sensory deficit is present, the speech difficulties are in excess of those usually associated with these problems. Disorders Usually First Diagnosed in Infancy, Childhood or Adolescence Language Disorder 307.9 Communication Disorder, NOS Abnormality of vocal pitch, loudness, quality, tone, etc not meeting the criteria for any specific communication disorder. Disorders Usually First Diagnosed in Infancy, Childhood or Adolescence Pervasive Developmental Disorders 1. Severe and pervasive impairment in: a. reciprocal social interaction skills b. communication skills c. the presence of stereotyped behavior, interests and activities. Disorders Usually First Diagnosed in Infancy, Childhood or Adolescence Pervasive Developmental Disorders 299.0 Autism A. At least 6 items from 1,2 and 3, with at least two from 1 and one from each 2 and 3: 1. Qualitative impairment in the use of multiple nonverbal behaviors such as eye to eye gaze, facial expression, body postures and gestures to regulate social interaction. b.

failure to develop peer relationships appropriate to developmental level c. a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people d. lack of social or emotional reciprocity. 2. Qualitative impairments in communication as manifested by at least one of the following: a. delay in, or total lack of, the development of spoken language b. in individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others. c. stereotyped and repetitive use of language or idiosyncratic language d. lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level. 3. Restricted repetitive and stereotyped patterns of behavior, interests and activities, as manifested by at least one of the following: a. encompassing preoccupation with one or more stereotyped and restricted patterns of interest that abnormal either in intensity or focus. b. apparently inflexible adherence to specific, nonfunctional routines or rituals c. stereotyped and repetitive motor mannerisms d. persistent preoccupation with parts of objects. B. Delays or abnormal functioning in at least one of the following areas, with onset prior to 3 years of age: 1. social interaction 2.

language as used in social communication 3. symbolic or imaginative play. C. The disturbance is not better accounted for by Rett's Disorder or Childhood Disintegrative Disorder. Disorders Usually First Diagnosed in Infancy, Childhood or Adolescence Pervasive Developmental Disorders A. All of the following: 1. Apparently normal prenatal and perinatal development 2. Apparently normal psychomotor development through the first five months after birth. 3. Normal head circumference at birth. B. Onset of all of the following after a period of normal development: 1. Deceleration of head growth between ages 5 and 48 months. 2. Loss of previously acquired purposeful hand skills between ages 5 and 30 months with subsequent development of sterotyped hand movements . 3. loss of social engagement early in the course (social interaction may develop later) 4. Appearance of poorly coordinated gait or trunk movements. 5. Severely impaired expressive and receptive language development with severe psycho-motor retardation. Disorders Usually First Diagnosed in Infancy, Childhood or Adolescence Pervasive Developmental Disorders 299.10 Childhood Disintegrative Disorder A.

Apparently normal development for at least the first two years after birth as manifested by the presence of age appropriate verbal and nonverbal communication, social relationships, play and adaptive behavior. B. Clinically significant loss of previously acquired skills (before age 10) in at least two of the following areas: 1. expressive/receptive language 2. social skills or adaptive behavior 3. bowel or bladder control 4. play C. Abnormalities of functioning in at least two of the following areas: 1. Qualitative impairment in social interaction 2. Qualitative impairment in communication 3. Restricted, repetitive, and stereotyped patterns of behavior, interests, and activities, including motor stereotypies and mannerisms D. The disturbance is not better accounted for by another specific Pervasive Developmental Disorder or by Schizophrenia. Disorders Usually First Diagnosed in Infancy, Childhood or Adolescence Pervasive Developmental Disorders A. Qualitative Impairment in Social interaction, as manifested by at least two of the following: 1. Marked impairment in the use of multiple nonverbal behaviors. 2. Failure to develop peer relationships. 3.

Lack of spontaneous seeking to share enjoyment, interests, or achievements with other people 4. lack of social or emotional reciprocity. B. Restricted repetitive and stereotyped patterns of behavior, interests, activities as manifested by at least one of the following: 1. Encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus. 2. Apparently inflexible adherence to specific, nonfunctional routines or rituals 3. Stereotyped and repetitive motor mannerisms. 4. persistent preoccupation with parts of objects. C. The disturbance causes clinically significant impairment in social, occupational, or other important area of functioning. D. There is no clinically significant delay in language. E. There is no clinically significant delay in cognitive development or self help skills, adaptive behavior and curiosity about the environment. F. Criteria are not met for PDD or Schizophrenia.

Disorders Usually First Diagnosed in Infancy, Childhood or Adolescence Pervasive Developmental Disorders 299.80 PDD, NOS Severe and pervasive impairment in either the development of reciprocal social interaction associated with impairment in either verbal or nonverbal communication skills or with the presence of stereotyped behavior, interests and activities, but the criteria are not met for a specific PDD, Schizophrenia, Schizotypal Personality Disorder, or Avoidant Personality Disorder. Disorders Usually First Diagnosed in Infancy, Childhood or Adolescence Attention Deficit/Hyperactivity Disorder A. Six of more of the following symptoms of inattention have persisted for at least 6 months to a degree that is maladaptive and inconsistent with developmental level: inattention a. often fails to give close attention to details or makes careless mistakes in schoolwork, work or other activities b. often has difficulty sustaining attention in tasks or play activities c. often does not seem to listen when spoken to directly d. often does not follow through on instructions and fails to finish school work chores or duties in the workplace e. often has difficulty organizing tasks and activities f. often avoids, dislikes or is reluctant to engage in tasks that require sustained mental effort g.

often loses things necessary for tasks or activities h. is often easily distracted by extraneous stimuli i. is often forgetful in daily activities. 2. six or more of the following symptoms of hyperactivity-impulsivity have persisted for at least 6 months to a degree that is maladaptive and inconsistent with developmental level. hyperactivity a. often fidgets with hands or feet or squirms in seat b. often leaves seat in classroom or other situations in which it is inappropriate c. often runs about or climbs excessively in situations in which it is inappropriate d. often has difficulty playing or engaging in leisure activities quietly e. is often on the go or acts if driven by a motor. f. often talks excessively g. often blurts out answers before questions have been completed. h. often has difficulty awaiting a turn i. often interrupts or intrudes on others. B. Some symptoms were present before 7 years of age. C. Some impairment from the symptoms is present in two or more settings.

Disorders Usually First Diagnosed in Infancy, Childhood, or Adolescence ADHD Subtypes 314.00 ADHD, Predominately Inattentive Type 314.01 ADHD, Predominately Hyperactive/Impulsive Type Disorders Usually First Diagnosed in Infancy, Childhood or Adolescence. Conduct Disorder A. A repetitive and Persistent Pattern of behavior in which the basic rights of others or societal norms or rules are violated, as manifested by 3 or more of the following within 12 months (1 present in last 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 4. has been physically cruel to people 5. has been physically cruel to animals 6.. has stolen while confronting a victim 7. has forced someone into sexual activity Destruction of property 8. has deliberated in engaged in fire sighting with the intention of causing serious damage 9. has deliberately destroyed others' property Deceitfulness or theft 10. has broken into a house, building or car 11.

often lies to obtain goods/favors, or to avoid obligations 12. has stolen items of nontrivial value without confronting victim Serious violation of rules 13. often stays out at night against parental prohibitions, beginning before age 13 14. has run away from home overnight at least twice while living in a parental home (or once without returning for a lengthy period) 15. Is often truant from school, beginning before 13. B. The disturbance in behavior causes clinically significant impairment in social, academic or occupational functioning. C. If older than 18, criteria are not met for antisocial personality disorder Disorders Usually First Diagnosed in Infancy, Childhood or Adolescence. Conduct Disorder Types 312.81 Conduct Disorder, Childhood Onset = Onset of at least one criterion of Conduct Disorder prior to age 10. 312.82 Conduct Disorder, Adolescent Onset Type = Absence of any criteria prior to age 10 312.89 Conduct Disorder, Unspecified Onset = age of onset is not known.

Disorders Usually First Diagnosed in Infancy, Childhood or Adolescence Conduct Disorder = Must specify severity Mild = Few if any problems in excess of those necessary to diagnosis and problems cause only minor harm to others. Moderate = Number of conduct problems and effect on others are between mild and severe Severe = Many conduct problems in excess of those required to make the diagnosis or conduct problems cause considerable harm to others. Disorders Usually First Diagnosed in Infancy, Childhood or Adolescence 313.81 Oppositional Defiant Disorder A pattern of negativistic, hostile and defiant behavior lasting at least 6 months, during which 4 or more of the following are present: 1. often loses temper 2. often argues with adults 3. often actively defies or refuses to comply with adult requests or rules 4. often deliberately annoys people 5. often blames others for his or her mistakes or behaviors 6. is often touchy or easily annoyed 7. is often angry and resentful 8. is often spiteful and vindictive B. Disturbance in behavior causes clinically significant impairment in social, academic or occupational functioning. C.

Behaviors do not occur exclusively during the course of a psychotic or mood disorder. D. Criteria are not met for Conduct Disorder or (if 18+ year) antisocial personality disorder. Disorders Usually First Diagnosed in Infancy, Childhood or Adolescence 312.9 Disruptive Behavior Disorder, nos Clinically significant impairment without meeting all criteria Disorders Usually First Diagnosed in Infancy, Childhood or Adolescence Feeding and Eating Disorders of Infancy or Early Childhood 307.52 Pica A. Persistent Eating of nonnutritive substances for a period of at least one month. B. The eating of nonnutritive substances is inappropriate to developmental level. C. the eating behavior is not part of a culturally sanctioned practice. D. If the eating is comorbid with another disorder it is sufficiently severe to warrant independent clinical attention. Disorders Usually First Diagnosed in Infancy, Childhood or Adolescence Feeding and Eating Disorders of Infancy and Early Childhood 307.53 Rumination Disorder A. Repeated regurgitation and rechewing of food for a period of at least 1 month following a period of normal functioning. B.

The behavior is not due to an associated gastrointestinal or other general medical condition. C. The behavior is not related to Anorexia or Bullemia and if the symptoms occur in comorbidity with another disorder they are severe enough to warrant independent clinical attention. Disorders Usually First Diagnosed in Infancy, Childhood or Adolescence Feeding and Eating Disorders of Infancy and Early Childhood 307.59 Feeding Disorder of Infancy or Early Childhood A. feeding disturbance as manifested by persistent failure to eat adequately with significant failure to gain weight or loss of weight over at least one month. B. The disturbance is not due to an associated gastrointestinal or other general medical condition. C. The disturbance is not better accounted for by another disorder or lack of food. D. The onset is before age 6. Disorders Usually First Diagnosed in Infancy, Childhood or Adolescence Tic Disorder 307.23 Tourette's Disorder A. Both multiple motor and one or more vocal tics have been present at some time during the illness, not necessarily concurrently. B.

The tics occur many ties a day nearly every day or intermittently throughout a period of more than 1 year, and during this epriod there was never a tic free preiod of more than 3 consecutive months. C. the onset is before 18 years. D. Not due to a substance or general medical condition. *Tic = sudden, rapid, recurrent, nonrhythmic, stereotyped motor movement or vocalization. Disorders Usually First Diagnosed in Infancy, Childhood or Adolescence Tic Disorder 307.22 Chronic Motor or Vocal Tic Disorder A. Single or multiple motor or vocal tics but not both. B. Tics occur many times a day nearly every day or intermittently throughout a period of more than 1 year, and during this period there was never a tic free period of more than 3 consecutive months. C. Onset before 18 years of age. D. Disturbance is not due to a substance or medical condition. E. Criteria not met for Tourette's. Disorders Usually First Diagnosed in Infancy, Childhood or Adolescence Tic Disorder 307.21 Transient Tic Disorder A.

Single or multiple motor and/or verbal tics. B. The tics occur many times a day, nearly every day for at least four weeks, but for no longer than 12 consecutive months. C. Onset before age 18. D. Not due to a substance or a medical condition. E. Criteria not met for other tic disorders. Disorders Usually First Diagnosed in Infancy, Childhood or Adolescence Tic Disorder 307.20 Tic Disorder, NOS Do not meet criteria such as tics lasting less than four weeks or with an onset after 18 years. Disorders Usually First Diagnosed in Infancy, Childhood or Adolescence Elimination Disorders 787.6 With Constipation and Overflow Incontinence 307.7 Without Constipation and Overflow Incontinence A. Repeated passage of feces into inappropriate places whether voluntary or involuntary. B. At least one such event a month for at least 3 months. C. Chronological age is at least 4 years. D. Behavior is not due to a substance or medical condition. Disorders Usually First Diagnosed in Infancy, Childhood or Adolescence Elimination Disorder 307.6 Enuresis A.

Repeated voiding of urine into bed or clothes (whether voluntary or involuntary). B. Behavior is clinically significant as manifested by either frequency of twice a week for at least 3 consecutive months or the presence of clinically significant distress or impairment in social academic (occupational) or other areas of life functioning. C. At least 5 years old. D. Behavior is not due to substance or general medical condition. Disorders Usually First Diagnosed in Infancy, Childhood or Adolescence The Fire Code requires that, at all times during “occupancy” (even if there is no detected emergency), occupants of a building must be allowed an unimpeded means of _____________ to the exterior of the building, or other designated safe area. egress 309.21 Separation and Anxiety Disorder A. Developmentally inappropriate and excessive anxiety concerning separation from home or from those to whom the individual is attached, as evidenced by three or more of the following: 1. Recurrent excessive distress when separation from home or major attachment figures occurs or is anticipated. 2. Persistant and excessive worry about losing or about possible harm befalling, major attachment figures. 3.

Persistent and excessive worry that an untoward event will lead to separation from a major attachment figure. 4. Persistent reluctance or refusal to go to school or elsewhere because of fear of separation 5. Persistently and excessively fearful or reluctant to be alone ow without major attachment figures at home or without significant adults in other settings. 6. Persistent reluctance or refusal to go to sleep without being near a major attachment figure or to sleep away from home. 7. Repeated nightmares involving the theme of separation. 8. Repeated somatization when separation from major attachment figure occurs or is anticipated. B. The duration of the disturbance is at least 4 weeks. C. The onset is before age 18. D. The disturbance causes clinically significant distress or impairment in social, academic, or other important areas of functioning. E. The disturbance does not occur exclusively during the course of a PDD, Schizophrenia or other psychotic disorder and in adolescents and adults is not accounted for by panic disorder with agoraphobia. * Early onset if occuring before 6 years of age. Disorders Usually First Diagnosed in Infancy, Childhood or Adolescence 313.23 Selective Mutism A.

Consistent failure to speak in specific social situations, despite speaking in other situations. B. The disturbance interferes with educational or occupational achievement or with social communication. C. The duration of the disturbance is at least 1 month (not limited to the first month of school). D.The failure to speak is not due to a lack of knowledge of , or comfort with, the spoken language required in the social situation. E. The disturbance is not better accounted for by a Communication Disorder and does not occur exclusively during the course of a PDD, Schizophrenia or other Psychotic Disorder. Disorders Usually First Diagnosed in Infancy, Childhood or Adolescence 313.89 Reactive Attachment Disorder of Infancy or Early Childhood A. Markedly disturbed and developmentally inappropriate social relatedness in most contexts, beginning before age 5 years, as evidenced by either (1) or (2). (1) Persistent failure to initiate or respond in a developmentally appropriate fashion to most social interactions, as manifest by excessively inhibited, hypervigilant, or highly ambivalent and contradictory responses. (2) diffuse attachments as manifest by indiscriminate sociability with marked inability to exhibit appropriate selective attachments (ex. overly affectionate with strangers). B.

The disturbance in Criterion A is not accounted for solely by developmental delay and does not meet criteria for a PDD. C. Pathogenic care as evidenced by at least one of the following: 1. Persistent disregard of the child's basic physical needs 2. Persistent disregard of the child's basic emotional needs for comfort, stimulation and affection. 3. Repeated changes of primary caregiver that prevent formation of stable attachments. D. There is a presumption that the care in Criterion C is responsible for the disturbed behavior in criterion A. Disorders Usually First Diagnosed in Infancy, Childhood or Adolescence 313.89 Reactive Attachment Disorder of Infancy or Early Childhood - specify type Inhibited type = If criterion A1 predominates in the clinical presentation Disinhibited Type: If Criterion A2 predominates in the clinical presentation. Disorders Usually First Diagnosed in Infancy, Childhood or Adolescence 307.3 Stereotypic Movement Disorder A. Repetitive, seemingly driven, and nonfunctional motor behavior (hand shaking, body rocking, head banging, self biting). B. The behavior markedly interferes with normal activities or results in self inflicted bodily injury that requires medical treatment. C.

If mental retardation is present, the stereotypic or self-injurious behavior is of sufficient severity to become a focus of treatment. D. The behavior is not better accounted fro by a compulsion, a tic, a steotypy that is part of a PDD or hair pulling (trichotillomania). E. The behavior is not due to direct physiological effects of a substance or a medical condition. F. The behavior persists for 4 weeks or longer. Disorders Usually First Diagnosed in Infancy, Childhood, or Adolescence. 313.9 Disorder of Infancy, Childhood, or Adolescence, NOS Disorder that does not meet criteria for any specific order in the classification. Disorders Usually First Diagnosed in Infancy, Childhood, or Adolescence. Delirium Characterized by a disturbance of consciousness and a change in cognition that develop over a short period of time. Delirium, Dementia, and Amnestic and Other Cognitive Disorders Dementia Characterized by multiple cognitive deficits that include impairment in memory. Delirium, Dementia, and Amnestic and Other Cognitive Disorders Amnestic Disorder Characterized by memory impairment in the absence of other significant accompanying cognitive impairments.

Delirium, Dementia, and Amnestic and Other Cognitive Disorders 293.0 Delirium due to a general medical condition A. Disturbance of consciousness (reduced awareness of environment with reduced ability to focus, sustain, or shift attention). B. A change in cognition or the development of a perceptual disturbance that is not better accounted for by a preexisting, established or evolving dementia. C. The disturbance develops over a short period of time and tends to fluctuate during the course of a day. D. There is evidence from the history, physical examinationq, or laboratory findings that the disturbance is caused by the direct physiological consequences of a general medical condition. Delirium, Dementia, and Amnestic and other Cognitive Disorders Substance Intoxication Delirium 292.81 Sedative, hypnotic, or anxiolytic 292.81 Unknown substance A. Disturbance of consiousness B. A change in cognition or the development of a perceptual disturbance that is not better accounted for by a preexisting, established, or evolving dementia. C.

The disturbance develops over a short period of time (usually hours to days) and tends to fluctuate throughout the course of the day. D. There is evidence from the history, medical exam, lab findings of symptoms developing during substance intoxication or medication use is etiologically related to the disturbance. Delirium, Dementia, and Amnestic and other Cognitive Disorders 293.0 Delirium due to a general medical condition A. Disturbance of consciousness (reduced awareness of environment with reduced ability to focus, sustain, or shift attention). B. A change in cognition or the development of a perceptual disturbance that is not better accounted for by a preexisting, established or evolving dementia. C. The disturbance develops over a short period of time and tends to fluctuate during the course of a day. D. There is evidence from the history, physical examinationq, or laboratory findings that the disturbance is caused by the direct physiological consequences of a general medical condition. Delirium, Dementia, and Amnestic and other Cognitive Disorders Substance Intoxication Delirium 292.81 Sedative, hypnotic, or anxiolytic 292.81 Unknown substance A.

Disturbance of consiousness B. A change in cognition or the development of a perceptual disturbance that is not better accounted for by a preexisting, established, or evolving dementia. C. The disturbance develops over a short period of time (usually hours to days) and tends to fluctuate throughout the course of the day. D. There is evidence from the history, medical exam, lab findings of symptoms developing during substance intoxication or medication use is etiologically related to the disturbance. Delirium, Dementia, and Amnestic and other Cognitive Disorders Psychosocial Intrapsychic and interpersonal change. Based on psychoanalytic theory, ego psychology, role and systems theory. Theoretcial Approaches in Clinical Practice Problem Solving Solve discrete problems. Based on psychosocial and functional approaches. Theoretcial Approaches in Clinical Practice Behavior Modification Symptom reductiopn of problem behaviors and learning alternative behaviors. Theoretcial Approaches in Clinical Practice Cognitive Therapy Symptom reduction of negative thoughts, distorted thinking, and dysfunctional beliefs. Theoretcial Approaches in Clinical Practice Crisis Intervention Brief treatment of reactions to crisis situation to reestablish the client's equlibrium.

Theoretcial Approaches in Clinical Practice Family Therapy Treats the whole family system and sees the individual symtom bearer as indicative of a problem in the family as a whole. Theoretcial Approaches in Clinical Practice Group Therapy Group members help and be helped by others with similar problems, get validation for their own experiences and test new social identities and roles. Theoretcial Approaches in Clinical Practice Narrative Therapy Uses the stories that people tell about their lives to reveal how they structure perceptions opf their experiences. Therapist co-construcs alternative, more affirmingm stories with the client. Theoretcial Approaches in Clinical Practice Ecological or Life Model Focuses on life transitions, environmental pressures and maladaptive fit between individual and family or the larger environment. Focuses on the interaction and interdependence of people and enviornments. Theoretcial Approaches in Clinical Practice Task-Centered Accomplishing tasks to reinforce self esteem and reestablish usual capacity for coping. Theoretcial Approaches in Clinical Practice Substance Related Disorders May be caused by abusing a drug, by side effects of a medication or by toxin exposure. DSM-IV Maladaptive pattern of drug use with increased tolerance, withdrawal symptoms, compulsive use or behavioral problems.

DSM-IV Social role, legal or medical problems due to drug use. DSM-IV Substance Intoxication or Withdrawal: Behavioral, psychological and physiological symptoms due to effects of the substance; will vary depending on type of substance (hallucinations, insomnia, stupor, agitation, etc). DSM-IV Substance Related Disorders Misc. The client may also have substance induced delirium, dementia, psychosis, mood disorders, anxiety disorder, or sexual or sleep dysfunction. Treatment must first focus on the substance. **Treatment = outpationt, inpatient; residential or day care; group, individual and/or family counseling; methadone maintenance (opiates); detoxification; self help groups; or a combination or therapies and medication. DSM-IV Schizophrenic and other Psychotic disorders *Psychotic symptoms during an active phase: delusions, hallucinations, disorganized speech, thought disorder and/or negative symptoms (flat affect, alogia or avolition) *deterioration from a previous level of functioning *Continuous cycle for at least 6 months with least one month of active phase of psychotic symptoms. *Onset is often in adolescence or early adulthood.

DSM-IV Schizophrenic and other Psychotic disorders Schizophrenia Catatonic Type = Stupor, negatvisim, rigidity Disorganized Type=incoherence, flat or grossly innapropriate affect) Paranoid Type=Delusions or frequent auditory hallucinations often persecutory or grandiose. Undifferentiated Type = Prominent delusions, hallucinations, incoherence, or grossly disorganized behavior. Residual Type=Absence of prominent psychotic features. Treatment = medication and ego supportive therapy aimed at containing psychotic symptoms and maintaining the person's highest level of functioning. Disorganized Type Schizophrenic and other Psychotic disorders Schizophreniform Disorder *Greater liklihood of an acute onset preceded by turmoil/high stress. *Range of prognoses and characterized by absence of blunted or flat affect. DSM-IV Schizophrenic and other Psychotic disorders Schizoaffective Disorder *Psychotic sycmptoms of schizophrenia concurrent with the presence of either a major or depressive episode, a manic episode or a mixed episode. DSM-IV Schizophrenic and other Psychotic disorders Delusional Disorders *Presence of a persistent delusion *Hallucinations are either absent or not prominent.

*May be persecutory type, jealous type, erotomainc type, somatic type, or grandiosse type. DSM-IV Schizophrenic and other Psychotic disorders Brief Psychotic Disorder Usually sudden onset and duration of less than one month. DSM-IV Schizophrenic and other Psychotic disorders Shared Psychotic Disorder A delusion is held with another person in a close relationship. DSM-IV Treatment of Schizophrenic and other Psychotic Disorders 1. Anti-Psychotic Medication 2. Individual Psychotherapy - Facilitate coping and self acceptance. 3. Family Therapy 5. Milieu Therapy - combining staff, program, social structure, respite and expectations of reasonable behavior. 6. Social Network Intervention/Case Management. 7. Self-Help Groups. Schizophrenic and Psychotic Disorders Mood Disorders Persistent abnormal mood - depressed/euphoric. Symptoms may be somatic, affective, cognitive, and/or behavioral. Psychological distress and role functioning. DSM-IV Mood Disorders Major Depressive Disorder Vegetative or Classic symptoms: weight loss or gain, insomnia or sleeping too much, motor agitation or low energy.

Feeling sad, empty or worthless; difficulty concentrating or making decisions; and or general loss of pleasure or interest. Recurrent thoughts of death or suicide. AT LEAST 2 WEEKS DURATION. DSM-IV Mood Disorders Dysthymic Disorder Similar symptoms to major depressive disorder but less severe and more chronic, AT LEAST 2 YEARS. DSM-IV Mood Disorders Bipolar I Disorder Formerly called Manic-Depression. One or more manic episodes characterized by persistent abnormally elevated or irritable mood; pressured speech; grandiosity; sleeplessness; and/or excessive pleasurable high risk activity. DSM-IV Mood Disorders Bipolar II Disorder Major depressive episodes with at least one hypomanic episode (manic symptoms at a less severe intensity). DSM-IV Mood Disorders Cyclothymic Disorder Chronic, fluctuating mood with hypomanic and many depressive symptoms, but not as severe as bipoloar 1 or 2. DSM-IV Session 4 Psy 201 - PSY 201. Prof. Eric Shiraev Session 4 Psychology 201 Session 4 Psy 201 Session 4 Psy 201 - PSY 201. Prof.

Eric Shiraev Session 4... SCHOOL View Full Document This is the end of the preview. Sign up to access the rest of the document. Unformatted text preview: PSY 201. Prof. Eric Shiraev Session 4 Psychology 201 Human Development The Periods of Human Development Prenatal period Infancy Childhood Adolescence Adulthood From conception to birth. Takes approximately 266 days in every ethnic, racial, or social group From birth to 2 years. The child acquires initial motor, cognitive, and social skills From 2 to 11-12 years. The child acquires language and learns about the most important social skills. From 11-12 to 19-20 years. The child has reached sexual maturity but has not yet taken on rights and responsibilities of the adult status. From 20 years onward.

The individual has achieved adult status as prescribed by the norms and laws of a particular society Developmental stages according to Erikson Stage (age) 1 (0-1) infant 2 (2-3) toddler 3 (3-6) preschooler 4 (7-12 or so) school-age child 5 (12-18 or so) adolescence 6 (the 20’s) young adult Psychosocial crisis trust vs mistrust Significant relations mother Psychosocial modalities to get, to give in return to hold on, to let go to go after, to play Psychosocial virtues hope, faith will, determination purpose, courage competence fidelity, loyalty Maladaptations & malignancies sensory distortion -withdrawal impulsivity -compulsion ruthlessness -inhibition narrow virtuosity -inertia fanaticism -repudiation promiscuity -exclusivity overextension -rejectivity presumption -- despair autonomy vs shame parents and doubt initiative vs guilt industry vs inferiority ego-identity vs roleconfusion family neighborhood and to complete, to make school things together peer groups, role models to be oneself, to share oneself intimacy vs isolation partners, friends household, workmates mankind or “my kind” to lose and find oneself in

 a love another to make be, to take care of to be, through having been, to face not being care wisdom 7 (late 20’s to 50’s) -- generativity vs selfmiddle adult absorption 8 (50’s and beyond) -- old adult integrity vs despair Chart adapted from Erikson's 1959 Identity and the Life Cycle (Psychological Issues vol 1, #1) PSY 201.

Prof. Eric Shiraev Kohlberg’s Stages of Moral Development Stage 1. Pre-conventional level. Judgments about what is right and what is wrong are based on fear of punishment. Stage 2. Pre-conventional level. Moral conduct produces pleasure, whereas immoral conduct results in unwanted consequences. Stage 3. Conventional level. Any behavior is good if it is approved by significant others. Stage 4. Conventional level. The existing laws determine what is moral and immoral. Stage 5. Post-conventional level. Moral behavior is based on individual rights and underlying social circumstances. Stage 6. Post-conventional level. Moral conduct is regulated by universal ethical principles that may rise above government and laws. Development of Attachment Types Secure Attachment Type The child feels comfortable to be close; develops trust and confidence in the family members; tends not to worry about being abandoned or unloved.

Anxious/Ambivalent The child’s desire to be close to someone, to trust and feel Attachment Type secure is accompanied by mistrust, hostility, fears of abandonment, jealousy, and emotional “highs” and “lows” Avoidant The child feels discomfort in being close to others; tends to be Attachment Type alone and distrustful; later tends to be fearful of becoming attached. PSY 201. Prof. Eric Shiraev Gordon Allport’s developmental stages Sense of body develops in the first two-three years of life. We define its boundaries, pain, discomfort, warmth, and establish boundaries. Self-identity develops in the first two-three years. We understand self from the time dimension: “past,” “now,” and future. We understand the uniqueness of self: I am the same person when I wake up tomorrow. Self-esteem develops between two and four years of age. We recognize that other people and we have a particular value. Self-extension develops between four and six. Things, people, symbols, and events become essential to our existence. Self-image also develops between four and six. This is the “looking-glass self,” the me as others see me. Rational coping is learned mainly in the years from six to twelve.

The child begins to develop the abilities to deal with life’s problems rationally and effectively. Propriate striving begins after twelve years old. This is our goals, ideals, plans, and a sense of direction. Comments: S ense of body develops in the first two years of life. We have one, we feel its closeness, its warmth. It has boundaries that pain and injury, touch and movement, make us aware of. Allport had a favorite demonstration of this aspect of self: Imagine spitting saliva into a cup -- and then drinking it down! What s the problem? It s the same stuff you swallow all day long! But, of course, it has gone out from your bodily self and become, thereby, foreign to you. S elf - identity also develops in the first two years. There comes a point were we recognize ourselves as continuing, as having a past, present, and future. We see ourselves as individual entities, separate and different from others. We even have a name! Will you be the same person when you wake up tomorrow? Of course -- we take that continuity for granted. S elf - esteem develops between two and four years old.

There also comes a time when we recognize that we have value, to others and to ourselves. This is especially tied to a continuing development of our competencies. This, for Allport, is what the anal stage is really all about! S elf - extension develops between four and six. Certain things, people, and events around us also come to be thought of as central and warm, essential to my existence. My is very close to me! Some people define themselves in terms of their parents, spouse, or children, their clan, gang, community, college, or nation. Some find their identity in activities: I m a psychologist, a student, a bricklayer. Some find identity in a place: my house, my hometown. When my child does something wrong, why do I feel guilty? If someone scratches my car, why do I feel like they just punches me? S elf - image also develops between four and six. This is the looking-glass self, the me as others see me. This is the impression I make on others, my look, my social esteem or status, including my sexual identity. It is the beginning of what conscience, ideal self, and persona. R ational coping is learned predominantly in the years from six till twelve.

The child begins to develop his or her abilities to deal with life s problems rationally and effectively. This is analogous to Erikson s industry. P ropriate striving doesn t usually begin till after twelve years old. This is my self as goals, ideal, plans, vocations, callings, a sense of direction, a sense of purpose. The culmination of propriate striving, according to Allport, is the ability to say that I am the proprietor of my life -- i.e. the owner and operator! Source: Dr. C. George Boeree PSY 201. Prof. Eric Shiraev Theory of Jean Piaget Source: Jean Piaget began his career as a biologist -- specifically, a malacologist! But his interest in science and the history of science soon overtook his interest in snails and clams. As he delved deeper into the thought-processes of doing science, he became interested in the nature of thought itself, especially in the development of thinking. Finding relatively little work done in the area, he had the opportunity to give it a label. He called it g enetic epistemology , meaning the study of the development of knowledge.

He noticed, for example, that even infants have certain skills in regard to objects in their environment. These skills were certainly simple ones, sensori-motor skills, but they directed the way in which the infant explored his or her environment and so how they gained more knowledge of the world and more sophisticated exploratory skills. These skills he called s chem as . For example, an infant knows how to grab his favorite rattle and thrust it into his mouth. He s got that schema down pat. When he comes across some other object -- say daddy s expensive watch, he easily learns to transfer his grab and thrust schema to the new object. This Piaget called a ssimilation , specifically assimilating a new object into an old schema. When our infant comes across another object again -- say a beach ball -- he will try his old schema of grab and thrust. This of course works poorly with the new object. So the schema will adapt to the new object: Perhaps, in this example, squeeze and drool would be an appropriate title for the new schema. This is called a ccommodation , specifically accomodating an old schema to a new object.

Assimilation and accommodation are the two sides of a daptation , Piaget s term for what most of us would call learning. Piaget saw adaptation, however, as a good deal broader than the kind of learning that Behaviorists in the US were talking about. He saw it as a fundamentally biological process. Even one s grip has to accommodate to a stone, while clay is assimilated into our grip. All living things adapt, even without a nervous system or brain. Assimilation and accommodation work like pendulum swings at advancing our understanding of the world and our competency in it. According to Piaget, they are directed at a balance between the structure of the mind and the environment, at a certain congruency between the two, that would indicate that you have a good (or at least good-enough) model of the universe. This ideal state he calls e quilibrium . As he continued his investigation of children, he noted that there were periods where assimilation dominated, periods where accommodation dominated, and periods of relative equilibrium, and that these periods were similar among all the children he looked at in their nature and their timing. And so he developed the idea of s tages of cognitive development. These constitute a lasting contribution to psychology.

T he sensorimotor stage The first stage, to which we have already referred, is the sensorimotor stage. It lasts from birth to about two years old. As the name implies, the infant uses senses and motor abilities to understand the world, beginning with reflexes and ending with complex combinations of sensorimotor skills. Between one and four months, the child works on p rimary circular reactions -- just an action of his own which serves as a stimulus to which it responds with the same action, and around and around we go. For example, the baby may suck her thumb. That feels good, so she sucks some more... Or she may blow a bubble. That s interesting so I ll do it again.... Between four and 12 months, the infant turns to s econdary circular reactions , which involve an act that extends out to the environment: She may squeeze a rubber duckie. It goes quack. That s great, so do it again, and again, and again. She is learning procedures that make interesting things last. At this point, other things begin to show up as well. For example, babies become ticklish, although they must be aware that someone else is tickling them or it won t work.

And they begin to develop object permanence. This is the ability to recognize that, just because you can t see something PSY 201. Prof. Eric Shiraev doesn t mean it s gone! Younger infants seem to function by an out of sight, out of mind schema. Older infants remember, and may even try to find things they can no longer see. Between 12 months and 24 months, the child works on t ertiary cir cular reactions . They consist of the same making interesting things last cycle, except with constant variation. I hit the drum with the stick -- rat-tat-tat-tat. I hit the block with the stick -- thump-thump. I hit the table with the stick -clunk-clunk. I hit daddy with the stick -- ouch-ouch. This kind of active experimentation is best seen during feeding time, when discovering new and interesting ways of throwing your spoon, dish, and food. Around one and a half, the child is clearly developing m ental representation , that is, the ability to hold an image in their mind for a period beyond the immediate experience.

For example, they can engage in d eferred imitation , such as throwing a tantrum after seeing one an hour ago. They can use m ental com binations to solve simple problems, such as putting down a toy in order to open a door. And they get good at pretending. Instead of using dollies essentially as something to sit at, suck on, or throw, now the child will sing to it, tuck it into bed, and so on. P reoperational stage The preoperational stage lasts from about two to about seven years old. Now that the child has mental representations and is able to pretend, it is a short step to the use of s ymbols . A symbol is a thing that represents something else. A drawing, a written word, or a spoken word comes to be understood as representing a real dog. The use of language is, of course, the prime example, but another good example of symbol use is c reative play , wherein checkers are cookies, papers are dishes, a box is the table, and so on. By manipulating symbols, we are essentially thinking, in a way the infant could not: in the absence of the actual objects involved!

Along with symbolization, there is a clear understanding of past and future. for example, if a child is crying for its mother, and you say Mommy will be home soon, it will now tend to stop crying. Or if you ask him, Remember when you fell down? he will respond by making a sad face. On the other hand, the child is quite e goce ntric during this stage, that is, he sees things pretty much from one point of view: his own! She may hold up a picture so only she can see it and expect you to see it too. Or she may explain that grass grows so she won t get hurt when she falls. Piaget did a study to investigate this phenomenon called the mountains study. He would put children in front of a simple plaster mountain range and seat himself to the side, then ask them to pick from four pictures the view that he, Piaget, would see. Younger children would pick the picture of the view they themselves saw; older kids picked correctly. PSY 201. Prof. Eric Shiraev PSY 201. Prof. Eric Shiraev Similarly, younger children c enter on one aspect of any problem or communication at a time.

for example, they may not understand you when you tell them Your father is my husband. Or they may say things like I don t live in the USA; I live in Pennsylvania! Or, if you show them five black and three white marbles and ask them Are there more marbles or more black marbles? they will respond More black ones! Perhaps the most famous example of the preoperational child s centrism is what Piaget refers to as their inability to conserve liquid volume. If I give a three year old some chocolate milk in a tall skinny glass, and I give myself a whole lot more in a short fat glass, she will tend to focus on only one of the dimensions of the glass. Since the milk in the tall skinny glass goes up much higher, she is likely to assume that there is more milk in that one than in the short fat glass, even though there is far more in the latter. It is the development of the child's ability to d ecenter that marks him as havingmoved to the next stage. C oncrete operations stage The concrete operations stage lasts from about seven to about 11. The word o perations refers to logical operations or principles we use when solving problems.

In this stage, the child not only uses symbols representationally, but can manipulate those symbols logically. Quite an accomplishment! But, at this point, they must still perform these operations within the context of concrete situations. The stage begins with progressive decentering. By six or seven, most children develop the ability to c onserve number, length, and liquid volume. C onservation refers to the idea that a quantity remains the same despite changes in appearance. If you show a child four marbles in a row, then spread them out, the preoperational child will focus on the spread, and tend to believe that there are now more marbles than before. Or if you have two five inch sticks laid parallel to each other, then move one of them a little, she may believe that the moved stick is now longer than the other. PSY 201. Prof. Eric Shiraev The concrete operations child, on the other hand, will know that there are still four marbles, and that the stick doesn t change length even though it now extends beyond the other.

And he will know that you have to look at more than just the height of the milk in the glass: If you pour the mild from the short, fat glass into the tall, skinny glass, he will tell you that there is the same amount of milk as before, despite the dramatic increase in mild-level! By seven or eight years old, children develop conservation of substance: If I take a ball of clay and roll it into a long thin rod, or even split it into ten little pieces, the child knows that there is still the same amount of clay. And he will know that, if you rolled it all back into a single ball, it would look quite the same as it did -- a feature known as r eversibility . By nine or ten, the last of the conservation tests is mastered: conservation of area. If you take four one-inch square pieces of felt, and lay them on a six-by-six cloth together in the center, the child who conserves will know that they take up just as much room as the same squares spread out in the corners, or, for that matter, anywhere at all.

If all this sounds too easy to be such a big deal, test your friends on conservation of mass: Which is heavier: a million tons of lead, or a million tons of feathers? In addition, a child learns c lassification and s eriation during this stage. Classification refers back to the question of whether there are more marbles or more black marbles? Now the child begins to get the idea that one set can include another. Seriation is putting things in order. The younger child may start putting things in order by, say size, but will quickly lose track. Now the child has no problem with such a task. Since arithmetic is essentially nothing more than classification and seriation, the child is now ready for some formal education! PSY 201. Prof. Eric Shiraev F ormal operations stage But the concrete operations child has a hard time applying his new-found logical abilities to nonconcrete -- i.e. abstract -- events. If mom says to junior You shouldn t make fun of that boy s nose. How would you feel if someone did that to you? he is likely to respond I don t have a big nose! Even this simple lesson may well be too abstract, too hypothetical, for his kind of thinking.

Don t judge the concrete operations child too harshly, though. Even adults are often taken-aback when we present them with something hypothetical: If Edith has a lighter complexion than Susan, and Edith is darker than Lily, who is the darkest? Most people need a moment or two. From around 12 on, we enter the formal operations stage. Here we become increasingly competent at adult-style thinking. This involves using logical operations, and using them in the abstract, rather than the concrete. We often call this h ypothetical thinking . Here s a simple example of a task that a concrete operations child couldn t do, but which a formal operations teenager or adult could -- with a little time and effort. Consider this rule about a set of cards that have letters on one side and numbers on the other: If a card has a vowel on one side, then it has an even number on the other side. Take a look at the cards below and tell me, which cards do I need to turn over to tell if this rule is actually true? You ll find the answer at the end of this chapter. It is the formal operations stage that allows one to investigate a problem in a careful and systematic fashion.

Ask a 16 year old to tell you the rules for making pendulums swing quickly or slowly, and he may proceed like this: A long string with a light weight -- let’s see how fast that swings. A long string with a heavy weight -- let’s try that. Now, a short string with a light weight. And finally, a short string with a heavy weight. His experiment -- and it is an experiment -- would tell him that a short string leads to a fast swing, and a long string to a slow swing, and that the weight of the pendulum means nothing at all! The teenager has learned to group possibilities in four different ways: By conjunction: “Both A and B make a difference” (e.g. both the string’s length and the pendulum’s weight). PSY 201. Prof. Eric Shiraev By d isjunction : It s either this or that (e.g. it s either the length or the weight). By i mplication : If it s this, then that will happen (the formation of a hypothesis). By i ncompatibility : When this happens, that doesn t (the elimination of a hypothesis).

On top of that, he can operate on the operations -- a higher level of grouping. If you have a proposition, such as “it could be the string or the weight,” you can do four things with it: Identity: Leave it alone. “It could be the string or the weight.” N egation : Negate the components and replace or s with and s (and vice versa). It might not be the string and not the weight, either. R eciprocity : Negate the components but keep the and s and or s as they are. Either it is not the weight or it is not the string. C orrelativity : Keep the components as they are, but replace or s with and s, etc. It s the weight and the string. Someone who has developed his or her formal operations will understand that the correlate of a reciprocal is a negation, that a reciprocal of a negation is a correlate, that the negation of a correlate is a reciprocal, and that the negation of a reciprocal of a correlate is an identity (phew!!!). Maybe it has already occured to you: It doesn t seem that the formal operations stage is something everyone actually gets to.

Even those of us who do don t operate in it at all times. Even some cultures, it seems, don t develop it or value it like ours does. Abstract reasoning is simply not universal. [Answer to the card question: The E and the 7. The E must have an even number on the back -- that much is obvious; the 7 is odd, so it cannot have a vowel on the other side -- that would be against the rule! But the rule says nothing about what has to be on the back of a consonant such as the K, nor does it say that the 4 must have a vowel on the other side!] PSY 201. Prof. Eric Shiraev Autistic Disorder. Diagnostic Criteria DSM-IV TR A.

A total of six (or more) items from (1),(2), and (3), with at least two from (1), and one each from (2) and (3): (1) qualitative impairment in social interaction, as manifested by at least two of the following: (a) marked impairment in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction (b) failure to develop peer relationships appropriate to developmental level (c) a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (e.g.,by a lack of showing, bringing, or pointing out objects of interest) (d) lack of social or emotional reciprocity (2) qualitative impairments in communication as manifested by at least one of the following: (a) delay in, or total lack of, the development of spoken language (not accompanied by an attempt to compensate through alternative modes of communication such as gesture or mime) (b) in individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others (c) stereotyped and repetitive use of language or idiosyncratic language (d) lack of varied, spontaneous make-believe play

 or social imitative play appropriate to developmental level (3) restricted repetitive and stereotyped patterns of behavior, interests, and activities, as manifested by at least one of the following: (a) encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus (b) apparently inflexible adherence to specific, nonfunctional routines or rituals (c) stereotyped and repetitive motor mannerisms (e.g.

hand or finger flapping or twisting, or complex whole-body movements) (d) persistent preoccupation with parts of objects B. Delays or abnormal functioning in at least one of the following areas, with onset prior to age 3 years: (1) social interaction, (2) language as used in social communication, or (3) symbolic or imaginative play. C. The disturbance is not better accounted for by Rett's Disorder or Childhood Disintegrative Disorder. PSY 201. Prof. Eric Shiraev Attention Deficit/Hyperactivity Disorder Inattention. In adolescents, forgetfulness, persistent lack of concentration, and other symptoms are frequently associated with low self-esteem, pessimistic thoughts, withdrawal, and other forms of behavioral avoidance. Hyperactivity. In adolescents, many symptoms of hyperactivity are viewed by peers and adults as signs of immaturity or impulse-control problems; negative evaluations affect a young person’s selfimage. Impulsivity. In adolescents, impulsivity (lack of planning behavior) frequently causes interpersonal conflicts and adds to other behavioral problems Attachment Anxiety (also known as Separation Anxiety) Recurrent or excessive distress when separation (from home or a person) occurs or is anticipated.

Persistent and excessive worry about possible harm (death, injury, kidnapping, etc.) to a person of attachment. Persistent refusal to perform certain activities because of fear of separation from the attachment person. Repeated nightmares involving the theme of separation. Repeated complaints of physical symptoms (such as headaches, abdominal pains, nausea, or vomiting) when separation from major attachment persons occurs or is anticipated. Stuttering Stuttering is a communication disorder characterized by excessive involuntary disruptions in the smooth or rhythmic flow of speech, particularly when such disruptions consist of repetitions or prolongations of a sound or syllable, and when they are accompanied by emotions such as fear and anxiety, and behaviors such as avoidance and struggle. PSY 201. Prof. Eric Shiraev Diagnostic criteria for Stuttering A.

Disturbance in the normal fluency and time patterning of speech (inappropriate for the individual's age), characterized by frequent occurrences of one or more of the following: (1) sound and syllable repetitions (2) sound prolongations (3) interjections (4) broken words (e.g., pauses within a word) (5) audible or silent blocking (filled or unfilled pauses in speech) (6) circumlocutions (word substitutions to avoid problematic words) (7) words produced with an excess of physical tension (8) monosyllabic whole-word repetitions (e.g., "And-and-and-and… I left") B. The disturbance in fluency interferes with academic or occupational achievement or with social communication. C. If a speech-motor or sensory deficit is present, the speech difficulties are in excess of those usually associated with these problems. Source: DSM-IV-TR Tourette's Disorder: Diagnostic criteria Both multiple motor and one or more vocal tics have been present at some time during the illness, although not necessarily concurrently.

(A tic is a sudden, rapid, recurrent, non-rhythmic, stereotyped motor movement or vocalization.) The tics occur many times a day (usually in bouts) nearly every day or intermittently throughout a period of more than 1 year, and during this period there was never a tic-free period of more than 3 consecutive months. The disturbance is not due to the direct physiological effects of a substance or a general medical condition PSY 201. Prof. Eric Shiraev Negative impact of these symptoms on the child’s well-being: Multiple negative self-images contribute to a negative self-concept; Negative self-concept contributes to avoidant or aggressive coping; Dysfunctional coping contribute to stigmatization; Stigmatization contributes to social isolation and negative selfimages; Psychological outcomes: Elevated anxiety, depressive symptoms, impulsivity, compulsions, and self-injurious behavior. ... Introduction to Psychology I PSY 201 013N Spring 2011 Dr.

Eric Shiraev Class meets: M Syllab PSY 201 Mon G Neiders Dissertation 23009-2 G Neiders Dissertation 23009-2 Theoretical Development Of A Proposed Rational Emotive Behavior Therapy Based Model To Treat Persons With Chronic Perseverative Stuttering Syndrome Copyright: Attribution Non-Commercial (BY-NC) ABSTRACT THEORETICAL DEVELOPMENT OF A PROPOSED RATIONAL EMOTIVEBEHAVIOR THERAPY BASED MODEL TO TREAT PERSONS WITH CHRONICPERSEVERATIVE STUTTERING SYNDROME(Under the direction of Norman Mar, Ph.D.)This workwas motivated by meta-analyses of outcomestudies in which a third of individuals who received current stuttering therapies experienced minimal positiveresults. These individuals remain afflicted with life-long chronic stuttering.This theoretical workapproaches chronic stuttering from a new, revolutionary point of view. First, the stuttering problem is defined holistically as ChronicPerseverative Stuttering Syndrome (CPSS) that includes dysfunctional ideation, emoting, behaviors, perceptions, and life choices of the person who stutters.

The holistic definitionaddresses abnormal visible or audible speech and non-speech producing musclefunctioning during speech production, avoidance behaviors while speaking, self-defeatingattitudes and unhealthy negative emotions, and self-limiting life choices.Second, building on the bio-psycho-social model, based on theneuropsychological and Rational Emotive Behavior Therapy framework, a stage-by-stagemodel of how developmental stuttering begins and perseveres throughout the lifespan isconstructed. The model begins with epigenetic systems theory and subsequentlyaddresses the pre-natal, birthing, and early language acquisition stages, while alsoaddressing the classical conditioning associating speech with danger and operantconditioning associated with the development of secondary symptoms. Thedevelopmental model includes both unsuccessful and successful therapy experiencestages. More From This User

Question: What does the DSM-IV define as:     A. Disturbance in the normal fluency and time patterning of speech, characterized by frequent occurrences of one or more of the following: (1) sound and syllable repetitions (2) sound prolongations (3) interjections (4) broken words (5) audible or silent blocking (6) circumlocutions (word substitutions to avoid problematic words) (7) words produced with an excess of physical tension (8) monosyllabic whole-word repetitions B. The disturbance in fluency interferes with academic or occupational achievement or with social communication.     C. If a speech-motor or sensory deficit is present, the speech difficulties are in excess of those usually associated with these problems.
Answer: Stuttering