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Back to Subjects - Psychology

ADD

ADD ｷ Diagnosis - you have symptoms that lead to a label - prescribed intervention - where the child is placed. ｷ Something that happens in the synapses - chemicals (seratonin, dopamine) neurotransmitters get out of balance and cause different behaviors. ｷ Medication / nutrition / surgery / electric convulsive therapy are the treatments. ｷ ED: something goes wrong with the central nervous system while the fetus is developing. ｷ Dfn: teratogens: something in the environment that is toxic (ex. alcohol, fumes from freeways, noise, lead, zinc) ｷ Temperament Theory: genetics - nine characteristics we're born with - how you behave - how you react ｷ One is biological, one is psychological ｷ Psychodynamic model is more subjective while the medical model is more scientific ｷ Dfn: pica: you eat things you are not supposed to eat. ｷ Minor tranquilizers (anti-anxiety meds) ｷ Major tranquilizers (anti-psychotic meds) ｷ Used mainly to control hyperactivity (Dexedrine, Ritalin, Cylert) ｷ Paradoxical effect: causes people to be able to focus their attention, slow down their motor activity. ｷ Can also be used to treat narcolepsy ｷ Have fast time to take effect - work within 1/2 hour - usually wear off after about 5-6 hours. ｷ Developed time released Ritalin, but it is not very effective. ｷ Side effects: loss of sleep, small, skinny kids (research says they can catch up on growth later), increased irritability. ｷ A lot of adults self medicate (caffeine, exercise, alcohol) ｷ Given to calm people down - anxiety or panic ｷ Controls symptoms, but doesn't cure ｷ Common meds: valium, librium, xanax, clonopin ｷ Drugs are very addictive, develop a tolerance ｷ Valium most prescribed medication for awhile ｷ Side effects: dry mouth, skin rashes ｷ Xanax prescribed a lot for panic disorders ｷ Clonopin: cocktails - 4-5 meds together - sometimes need sedatives because of side effects of other drugs. ｷ Three categories: Tricyclic, MAO inhibitors, SSRI ｷ Tricyclic is the oldest type prescribed - used to treat depression - sometimes used to treat anxiety with other drugs (pain management) ｷ Most common tricyclics: adapin, elavil, tofranil, pamelor ｷ Side effects: dry mouth, can affect heart, start at low dose and build up, does not have immediate affect because you have to build up blood levels - effects blood pressure (fainting), and weight gain ｷ MAO Inhibitors: not used very often, they inhibit one of the neurotransmitters ｷ Can be lethal in combination with certain foods. ｷ Used in very controlled situations ｷ SSRI: most popular now (Prozac, Zoloft, Paxil, Wellburtin, Celexa) ｷ Side effects vary: can cause weight gain or anorexia, dry mouth, fatigue, hostile reactions ｷ Affects seratonin, reuptake inhibitors, keeps seratonin in synapses ｷ Get some relief in two weeks - blood levels build up in six weeks ｷ Didn't used to prescribe for kids, but now they do, especially teenagers. ｷ Usually used to control psychotic disorders or severe emotional disturbances ｷ Most common: Haldol, Mellaril, Stelazine, Thorazine ｷ Build up over time in your blood, given in higher dosage can have sedative effects immediately. ｷ Side effects: lethargy, apathy, dry mouth, appetite, can effect sex drive ｷ Often given to kids to control aggresiveness, self injurious or OCD behaviors ｷ Extra pyramidal symptoms: tongue thrusting, facial grimaces, jerky arm movements, irreversible (eye blinking) ｷ Generally given for seizures - Phenobarbytol, Dilantin (heart med) ｷ The length of time someone does something - accurate to the minutes and seconds ｷ You can choose a similar behavior as you would choose for interval recordings; it can happen several times in one setting, you just add up the total time of behavior, or take an average of the data - you should also get a percentage of time ｷ Choose any behavior you want to reduce the length of (temper tantrums, out of seat, etc.) ｷ Dfn: latency: the time elapsed between time of request and time of compliance (start assignments, clean up time) ｷ Don't change the circumstances - don't nag ｷ If you do nag, note the number of times you make the request ｷ Montana Behavioral Initiative - look into it - it is a program designed to meet school needs collaboratively with community, teachers, students, parents, etc. ｷ Two ways to learn crisis intervention: 1.) Crisis Prevention Institute or 2.) Mandt ｷ Strongly emphasize how to prevent the situation before it is out of control. ｷ Dfn: proxemics: personal space - 80% or more of your message comes from body language; it is not what you say and you have to be aware of your body language and what it is saying. ｷ When you invade personal space it makes it uncomfortable - the last thing you want to do is escalate the situation by making them feel threatened. ｷ Don't walk right up to students - always get at eye level so that you are not threatening ｷ Don't walk straight on; stand so your side is facing student ｷ Watch hands, look relaxed, and place more weight on one foot (but be ready and able to move) ｷ Never go closer than leg or arm length to a student that has the potential to explode ｷ Dfn: kinesics: body language - what you do with your hands, staring ｷ Kids who've been abused flinch when you touch them or get near them ｷ Dfn: paraverbal: the tone of your voice, the speed at which you talk ｷ Don't talk down to kids - don't belittle them even though you are nervous ｷ If you talk faster, you will be less believable ｷ Speaking louder usually escalates the situation ｷ Try not to put yourself in the situation (trust your gut instinct - be more vigilant) ｷ Some kids are out of control but they are award of what they are doing ｷ Some kids are out of control but they know what they're doing (they will watch you) ｷ Some kids are truly out of control - eyes are glazed over and they don't know what they are doing ｷ If two kids are fighting, direct your efforts at the child that is watching you ｷ Don't wear anything that can be a weapon ｷ If a child is escalating or out of control, isolate the situation - have kids practice an "escape" drill - you don't have to stay if the child has a gun or knife, but your first priority has to be the other children - then worry about yourself ｷ Keep something between you and the person (a book, chair, desk, etc) ｷ You'll both have an adrenaline rush - you'll be stronger and quicker but it also decreases motor skills Note: you are in charge and you cannot hurt the child. You will be able to see things and process them quicker ｷ Don't stay in situation if your life is in danger ｷ Don't try to restrain a child bigger than yourself ｷ Never fake you attention - always look at the student ｷ Don't make threats that you can't carry out Bibliography:

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