بِسْمِ اللّهِ الرَّحْمـَنِ الرَّحِيمِ الْحَمْدُ...
DESCRIPTION
بِسْمِ اللّهِ الرَّحْمـَنِ الرَّحِيمِ الْحَمْدُ للّهِ رَبِّ الْعَالَمِينَ الرَّحْمـنِ الرَّحِيمِ مَـالِكِ يَوْمِ الدِّينِ إِيَّاكَ نَعْبُدُ وإِيَّاكَ نَسْتَعِينُ اهدِنَــــا الصِّرَاطَ المُستَقِيمَ صِرَاطَ الَّذِينَ أَنعَمتَ عَلَيهِمْ غَيرِ المَغضُوبِ عَلَيهِمْ وَلاَ الضَّالِّينَ. - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: بِسْمِ اللّهِ الرَّحْمـَنِ الرَّحِيمِ الْحَمْدُ للّهِ رَبِّ الْعَالَمِينَ الرَّحْمـنِ الرَّحِيمِ](https://reader036.vdocuments.site/reader036/viewer/2022062423/5681473b550346895db47a92/html5/thumbnails/1.jpg)
� ِح�يِم الَّر� ِح�مَـِن� الَّر� �ِه� الّل � ِم �ْس� ِب�م�يِن� �َع�ال ال ِّب� َر� �ِه� لّل �َح�م�ُد� ال
� ِح�يِم الَّر� ِح�مـِن� الَّر�الُد�يِن� � �ْو�ِم ي �ِك� َم�ـال
�َع�يِن� َت �ْس� َن �اَك� �ي وِإ �ُد� �َع�ُب َن �اَك� �ي ِإ�ِق�يِم� الم�ْسَت اَط� الِّص�َّر� ـــا ـ� اهُد�َن
� و�َال �يِه�ِم� َع�ّل الم�غُض�ْوِّب� َغ�يَّر� �يِه�ِم� َع�ّل �َنَع�مَت� َأ �ِذ�يِن� ال اَط� ِص�َّر��يِن� الُض�ال
![Page 3: بِسْمِ اللّهِ الرَّحْمـَنِ الرَّحِيمِ الْحَمْدُ للّهِ رَبِّ الْعَالَمِينَ الرَّحْمـنِ الرَّحِيمِ](https://reader036.vdocuments.site/reader036/viewer/2022062423/5681473b550346895db47a92/html5/thumbnails/3.jpg)
![Page 4: بِسْمِ اللّهِ الرَّحْمـَنِ الرَّحِيمِ الْحَمْدُ للّهِ رَبِّ الْعَالَمِينَ الرَّحْمـنِ الرَّحِيمِ](https://reader036.vdocuments.site/reader036/viewer/2022062423/5681473b550346895db47a92/html5/thumbnails/4.jpg)
![Page 5: بِسْمِ اللّهِ الرَّحْمـَنِ الرَّحِيمِ الْحَمْدُ للّهِ رَبِّ الْعَالَمِينَ الرَّحْمـنِ الرَّحِيمِ](https://reader036.vdocuments.site/reader036/viewer/2022062423/5681473b550346895db47a92/html5/thumbnails/5.jpg)
Is Infant &Toddler Mental Health Really a Problem?
• Yes!• Young children do experience
problems in social emotional competency and even psychopathology
• We are better able to understand and measure these problems
![Page 6: بِسْمِ اللّهِ الرَّحْمـَنِ الرَّحِيمِ الْحَمْدُ للّهِ رَبِّ الْعَالَمِينَ الرَّحْمـنِ الرَّحِيمِ](https://reader036.vdocuments.site/reader036/viewer/2022062423/5681473b550346895db47a92/html5/thumbnails/6.jpg)
Why we resist this…
• We are too worried about cognitive skills (“ready to learn”)
• Stigma associated with mental health issues
• Myth of childhood• Our own discomfort with the idea
![Page 7: بِسْمِ اللّهِ الرَّحْمـَنِ الرَّحِيمِ الْحَمْدُ للّهِ رَبِّ الْعَالَمِينَ الرَّحْمـنِ الرَّحِيمِ](https://reader036.vdocuments.site/reader036/viewer/2022062423/5681473b550346895db47a92/html5/thumbnails/7.jpg)
Prevalence
• Best estimates of serious behavior concerns in children 2 to 3 years fall between 10 to 15%
• Parent and pediatrician report behavior problems in 10% of 1 to 2 year olds
![Page 8: بِسْمِ اللّهِ الرَّحْمـَنِ الرَّحِيمِ الْحَمْدُ للّهِ رَبِّ الْعَالَمِينَ الرَّحْمـنِ الرَّحِيمِ](https://reader036.vdocuments.site/reader036/viewer/2022062423/5681473b550346895db47a92/html5/thumbnails/8.jpg)
But won’t these problems go away?
• No!• 37% of 18 mos with extreme
behavior/emotional problems continue to have problems at 30 mos
• Over ½ of 2-3 with psychiatric d/o still have symptoms 2 years out
![Page 9: بِسْمِ اللّهِ الرَّحْمـَنِ الرَّحِيمِ الْحَمْدُ للّهِ رَبِّ الْعَالَمِينَ الرَّحْمـنِ الرَّحِيمِ](https://reader036.vdocuments.site/reader036/viewer/2022062423/5681473b550346895db47a92/html5/thumbnails/9.jpg)
Long Term Effects
• Exposure to poor caregiving, abuse, or domestic violence can lead to developmental and mental health problems in young children
• Babies, toddlers, and preschoolers can demonstrate depression, PTSD, and disruptive behaviors
![Page 10: بِسْمِ اللّهِ الرَّحْمـَنِ الرَّحِيمِ الْحَمْدُ للّهِ رَبِّ الْعَالَمِينَ الرَّحْمـنِ الرَّحِيمِ](https://reader036.vdocuments.site/reader036/viewer/2022062423/5681473b550346895db47a92/html5/thumbnails/10.jpg)
The Science of Early Childhood Development
• Babies brains are growing at a phenomenal rate
• The infant brain is “experience expectant”
• Both positive and negative experiences have significant and long lasting effects
![Page 11: بِسْمِ اللّهِ الرَّحْمـَنِ الرَّحِيمِ الْحَمْدُ للّهِ رَبِّ الْعَالَمِينَ الرَّحْمـنِ الرَّحِيمِ](https://reader036.vdocuments.site/reader036/viewer/2022062423/5681473b550346895db47a92/html5/thumbnails/11.jpg)
The Science of Early Childhood Development
• Experience, especially social experiences, change the way the brain is shaped and functions
• Babies who experience or witness violence have behavioral and physiological changes
![Page 12: بِسْمِ اللّهِ الرَّحْمـَنِ الرَّحِيمِ الْحَمْدُ للّهِ رَبِّ الْعَالَمِينَ الرَّحْمـنِ الرَّحِيمِ](https://reader036.vdocuments.site/reader036/viewer/2022062423/5681473b550346895db47a92/html5/thumbnails/12.jpg)
MH Challenges in Young Children
• Are real• Involve a substantial number of
babies• Can be assessed and treated
![Page 13: بِسْمِ اللّهِ الرَّحْمـَنِ الرَّحِيمِ الْحَمْدُ للّهِ رَبِّ الْعَالَمِينَ الرَّحْمـنِ الرَّحِيمِ](https://reader036.vdocuments.site/reader036/viewer/2022062423/5681473b550346895db47a92/html5/thumbnails/13.jpg)
![Page 14: بِسْمِ اللّهِ الرَّحْمـَنِ الرَّحِيمِ الْحَمْدُ للّهِ رَبِّ الْعَالَمِينَ الرَّحْمـنِ الرَّحِيمِ](https://reader036.vdocuments.site/reader036/viewer/2022062423/5681473b550346895db47a92/html5/thumbnails/14.jpg)
Areas to Consider When Assessing Young Children
• Developmental Levels of Infant or Child
• Quality of Important Relationships• Parent Status (Capacity for
Relationship)• Family Situations
![Page 15: بِسْمِ اللّهِ الرَّحْمـَنِ الرَّحِيمِ الْحَمْدُ للّهِ رَبِّ الْعَالَمِينَ الرَّحْمـنِ الرَّحِيمِ](https://reader036.vdocuments.site/reader036/viewer/2022062423/5681473b550346895db47a92/html5/thumbnails/15.jpg)
Infant & Child Development
• A good working knowledge of typical development is needed when you assess young children
• You can’t tell what is atypical if you don’t know what is typical
![Page 16: بِسْمِ اللّهِ الرَّحْمـَنِ الرَّحِيمِ الْحَمْدُ للّهِ رَبِّ الْعَالَمِينَ الرَّحْمـنِ الرَّحِيمِ](https://reader036.vdocuments.site/reader036/viewer/2022062423/5681473b550346895db47a92/html5/thumbnails/16.jpg)
Infant & Child Development
• Expected order of milestones is knownSkills are traditionally divided into 5 areasThere is much overlap between the areasUneven development across areas is concerning
![Page 17: بِسْمِ اللّهِ الرَّحْمـَنِ الرَّحِيمِ الْحَمْدُ للّهِ رَبِّ الْعَالَمِينَ الرَّحْمـنِ الرَّحِيمِ](https://reader036.vdocuments.site/reader036/viewer/2022062423/5681473b550346895db47a92/html5/thumbnails/17.jpg)
Infant & Child Development
Ways to learn about development• Have a great memory from
college• Get a child development text• Watch some babies• Review some developmental
checklists online
![Page 18: بِسْمِ اللّهِ الرَّحْمـَنِ الرَّحِيمِ الْحَمْدُ للّهِ رَبِّ الْعَالَمِينَ الرَّحْمـنِ الرَّحِيمِ](https://reader036.vdocuments.site/reader036/viewer/2022062423/5681473b550346895db47a92/html5/thumbnails/18.jpg)
Infant & Child Development
• Cognitive• Receptive, Expressive, and
Pragmatic Communication• Fine & Gross Motor• Social-emotional and behavior• Adaptive Skills (Self Help)
![Page 19: بِسْمِ اللّهِ الرَّحْمـَنِ الرَّحِيمِ الْحَمْدُ للّهِ رَبِّ الْعَالَمِينَ الرَّحْمـنِ الرَّحِيمِ](https://reader036.vdocuments.site/reader036/viewer/2022062423/5681473b550346895db47a92/html5/thumbnails/19.jpg)
Cognitive Skills
• Thinking• Problem Solving• Memory• Attention• Imitation
![Page 20: بِسْمِ اللّهِ الرَّحْمـَنِ الرَّحِيمِ الْحَمْدُ للّهِ رَبِّ الْعَالَمِينَ الرَّحْمـنِ الرَّحِيمِ](https://reader036.vdocuments.site/reader036/viewer/2022062423/5681473b550346895db47a92/html5/thumbnails/20.jpg)
Communication
• Use of gestures and facial expressions
• Understanding speech• Expressive language• Social or pragmatic aspects of
communication
![Page 21: بِسْمِ اللّهِ الرَّحْمـَنِ الرَّحِيمِ الْحَمْدُ للّهِ رَبِّ الْعَالَمِينَ الرَّحْمـنِ الرَّحِيمِ](https://reader036.vdocuments.site/reader036/viewer/2022062423/5681473b550346895db47a92/html5/thumbnails/21.jpg)
Fine & Gross Motor Skills
• Use of hands and arms to manipulate objects
• Balance• Strength and tone• Walking, running, jumping
![Page 22: بِسْمِ اللّهِ الرَّحْمـَنِ الرَّحِيمِ الْحَمْدُ للّهِ رَبِّ الْعَالَمِينَ الرَّحْمـنِ الرَّحِيمِ](https://reader036.vdocuments.site/reader036/viewer/2022062423/5681473b550346895db47a92/html5/thumbnails/22.jpg)
Social-emotional and behavior
• Eye contact• Social smile• Relationships/
attachment• Regulation
• Sleep • Feeding• Aggression• Compliance
![Page 23: بِسْمِ اللّهِ الرَّحْمـَنِ الرَّحِيمِ الْحَمْدُ للّهِ رَبِّ الْعَالَمِينَ الرَّحْمـنِ الرَّحِيمِ](https://reader036.vdocuments.site/reader036/viewer/2022062423/5681473b550346895db47a92/html5/thumbnails/23.jpg)
Self-Help/Adaptive
• Eating• Dressing• Participation in grooming• Toileting
![Page 24: بِسْمِ اللّهِ الرَّحْمـَنِ الرَّحِيمِ الْحَمْدُ للّهِ رَبِّ الْعَالَمِينَ الرَّحْمـنِ الرَّحِيمِ](https://reader036.vdocuments.site/reader036/viewer/2022062423/5681473b550346895db47a92/html5/thumbnails/24.jpg)
Ways development can be atypical
• Global delays in development
• Inconsistent development
• Atypical, unusual behaviors—red flags
![Page 25: بِسْمِ اللّهِ الرَّحْمـَنِ الرَّحِيمِ الْحَمْدُ للّهِ رَبِّ الْعَالَمِينَ الرَّحْمـنِ الرَّحِيمِ](https://reader036.vdocuments.site/reader036/viewer/2022062423/5681473b550346895db47a92/html5/thumbnails/25.jpg)
Red Flags in 6 Month Olds:
• Inability to Read Signals
• Persistent Sleep Problems
• Lack of Predictability
• Failure to Imitate Sounds and Gestures
• No Affect, Range of Feelings
• Lack of Stranger Anxiety (8 months)
![Page 26: بِسْمِ اللّهِ الرَّحْمـَنِ الرَّحِيمِ الْحَمْدُ للّهِ رَبِّ الْعَالَمِينَ الرَّحْمـنِ الرَّحِيمِ](https://reader036.vdocuments.site/reader036/viewer/2022062423/5681473b550346895db47a92/html5/thumbnails/26.jpg)
Red Flags 12-18 Month Olds:• No Words
• Persistent Sleep Problems
• Withdrawn
• Excessive Rocking
• Prolonged Fears
• No Separation Distress
• Immobile, Low Activity
• No Social Engagement
• Predominant Anger and Outbursts
![Page 27: بِسْمِ اللّهِ الرَّحْمـَنِ الرَّحِيمِ الْحَمْدُ للّهِ رَبِّ الْعَالَمِينَ الرَّحْمـنِ الرَّحِيمِ](https://reader036.vdocuments.site/reader036/viewer/2022062423/5681473b550346895db47a92/html5/thumbnails/27.jpg)
Red Flags in 18 Months to 3 Year olds
• Eating Problems
• Non Speaking
• Extreme Shyness
• Lack Autonomy
• Failure in Gender Identification
• No Enjoyment in Play
• Poor Problem Solving
• Total Lack of Self Control
• Chaotic Behavior
![Page 28: بِسْمِ اللّهِ الرَّحْمـَنِ الرَّحِيمِ الْحَمْدُ للّهِ رَبِّ الْعَالَمِينَ الرَّحْمـنِ الرَّحِيمِ](https://reader036.vdocuments.site/reader036/viewer/2022062423/5681473b550346895db47a92/html5/thumbnails/28.jpg)
Screening & Referral
• Screening methods tell you if the child needs further assessment in a given developmental area
• Many screening tools use caregiver report
• Do not use social-emotional screener for CPS population
![Page 29: بِسْمِ اللّهِ الرَّحْمـَنِ الرَّحِيمِ الْحَمْدُ للّهِ رَبِّ الْعَالَمِينَ الرَّحْمـنِ الرَّحِيمِ](https://reader036.vdocuments.site/reader036/viewer/2022062423/5681473b550346895db47a92/html5/thumbnails/29.jpg)
Do’s and Don’ts
• Infants and Toddlers must be evaluated within the context of relationships with their primary caregivers
• Assessment should always include collaboration with parents and caregivers
• Multiple assessments over time are recommended
• Information from Multiple sources is recommended
![Page 30: بِسْمِ اللّهِ الرَّحْمـَنِ الرَّحِيمِ الْحَمْدُ للّهِ رَبِّ الْعَالَمِينَ الرَّحْمـنِ الرَّحِيمِ](https://reader036.vdocuments.site/reader036/viewer/2022062423/5681473b550346895db47a92/html5/thumbnails/30.jpg)
Do’s and Don’ts
•Standardized Instruments May be used but not be the sole basis of the Evaluation
•Young Children Should Never be Challenged by Separation from Primary Caregivers
•Evaluation should utilize the DSM V
![Page 31: بِسْمِ اللّهِ الرَّحْمـَنِ الرَّحِيمِ الْحَمْدُ للّهِ رَبِّ الْعَالَمِينَ الرَّحْمـنِ الرَّحِيمِ](https://reader036.vdocuments.site/reader036/viewer/2022062423/5681473b550346895db47a92/html5/thumbnails/31.jpg)
![Page 32: بِسْمِ اللّهِ الرَّحْمـَنِ الرَّحِيمِ الْحَمْدُ للّهِ رَبِّ الْعَالَمِينَ الرَّحْمـنِ الرَّحِيمِ](https://reader036.vdocuments.site/reader036/viewer/2022062423/5681473b550346895db47a92/html5/thumbnails/32.jpg)
Etiology
• Brain damage• Lead intoxication• Family• Divorce• Death
![Page 33: بِسْمِ اللّهِ الرَّحْمـَنِ الرَّحِيمِ الْحَمْدُ للّهِ رَبِّ الْعَالَمِينَ الرَّحْمـنِ الرَّحِيمِ](https://reader036.vdocuments.site/reader036/viewer/2022062423/5681473b550346895db47a92/html5/thumbnails/33.jpg)
Problems with preschoolers
• Bed wetting• Over activity• Difficulty in settling at night• Fears• Disobedience• Attention Seeking• Temper tantrums
![Page 34: بِسْمِ اللّهِ الرَّحْمـَنِ الرَّحِيمِ الْحَمْدُ للّهِ رَبِّ الْعَالَمِينَ الرَّحْمـنِ الرَّحِيمِ](https://reader036.vdocuments.site/reader036/viewer/2022062423/5681473b550346895db47a92/html5/thumbnails/34.jpg)
Poor prognosis if persists beyond 3 and require
intervention
• over-activity• conduct disorder• speech difficulty• effeminacy• autism
![Page 35: بِسْمِ اللّهِ الرَّحْمـَنِ الرَّحِيمِ الْحَمْدُ للّهِ رَبِّ الْعَالَمِينَ الرَّحْمـنِ الرَّحِيمِ](https://reader036.vdocuments.site/reader036/viewer/2022062423/5681473b550346895db47a92/html5/thumbnails/35.jpg)
Pica
• Is the eating of items considered as inedible
Common causes include:• brain damage• autism• mental retardation• emotional distress• usually diminishes as the child grows
![Page 36: بِسْمِ اللّهِ الرَّحْمـَنِ الرَّحِيمِ الْحَمْدُ للّهِ رَبِّ الْعَالَمِينَ الرَّحْمـنِ الرَّحِيمِ](https://reader036.vdocuments.site/reader036/viewer/2022062423/5681473b550346895db47a92/html5/thumbnails/36.jpg)
Hyperkinetic and Attention Deficit disorders
Classification
• F90 Hyperkinetic disorders• F90.0 Disturbance of activity and
attention• F90.1 Hyperkinetic conduct
disorder• F90.8 Other hyperkinetic disorders• F90.9 Hyperkinetic disorder,
unspecified
![Page 37: بِسْمِ اللّهِ الرَّحْمـَنِ الرَّحِيمِ الْحَمْدُ للّهِ رَبِّ الْعَالَمِينَ الرَّحْمـنِ الرَّحِيمِ](https://reader036.vdocuments.site/reader036/viewer/2022062423/5681473b550346895db47a92/html5/thumbnails/37.jpg)
Conduct and Oppositional disorders
Classification• Conduct disorder confined to the
family• Unsocial zed conduct disorder• Socialized conduct disorder• Oppositional defiant disorder• Other conduct disorders• Conduct disorder, unspecified
![Page 38: بِسْمِ اللّهِ الرَّحْمـَنِ الرَّحِيمِ الْحَمْدُ للّهِ رَبِّ الْعَالَمِينَ الرَّحْمـنِ الرَّحِيمِ](https://reader036.vdocuments.site/reader036/viewer/2022062423/5681473b550346895db47a92/html5/thumbnails/38.jpg)
F84 Pervasive Developmental
Disorders• F84.0 Childhood Autism (Kanner, 1943)• Epidemiology• prevalence of 2 per 10,000• M:F=3:1• Clinical features• Kanner described four main features of
autism:• autistic aloneness• delayed or abnormal speech• an obsessive desire for sameness• onset in the first two years of life
![Page 39: بِسْمِ اللّهِ الرَّحْمـَنِ الرَّحِيمِ الْحَمْدُ للّهِ رَبِّ الْعَالَمِينَ الرَّحْمـنِ الرَّحِيمِ](https://reader036.vdocuments.site/reader036/viewer/2022062423/5681473b550346895db47a92/html5/thumbnails/39.jpg)
F93 Emotional Disorders with specific
onset in childhood• Maternal overprotection (Levy, 1943)
– excessive contact– prolongation of infantile care– prevention of independence– fathers were generally submissive– overprotected children had three times as many
operations
• Separation Anxiety Disorder– onset is before the age of six– diagnosis is not made when there is a generalized
disturbance of personality development
![Page 40: بِسْمِ اللّهِ الرَّحْمـَنِ الرَّحِيمِ الْحَمْدُ للّهِ رَبِّ الْعَالَمِينَ الرَّحْمـنِ الرَّحِيمِ](https://reader036.vdocuments.site/reader036/viewer/2022062423/5681473b550346895db47a92/html5/thumbnails/40.jpg)
School refusal• Clinical features:
– there are often somatic symptoms - complaints occur on school days but not at other times
– the final refusal may occur after several events:– following a period of increasing difficulty– after an enforced absence such as respiratory infection– after an event at school such as change of class– following a problem in the family such as illness of another family
member
• Treatment– an early return to school is important (The Kennedy Approach)– discussion with teachers is needed– depressive disorder should be treated– it has been reported that antidepressants are effective for school refusal,
even when there is no depression
• Prognosis
![Page 41: بِسْمِ اللّهِ الرَّحْمـَنِ الرَّحِيمِ الْحَمْدُ للّهِ رَبِّ الْعَالَمِينَ الرَّحْمـنِ الرَّحِيمِ](https://reader036.vdocuments.site/reader036/viewer/2022062423/5681473b550346895db47a92/html5/thumbnails/41.jpg)
Elective Mutism• The child refuses to speak in certain circumstances, although he
does so normally in others• usually, speech is normal in the home but lacking in school• often associated with other negative behaviours such as refusing
to sit down or play when invited to do so• Epidemiology• usually begins between 3 and 5 years, after normal speech has
been acquired• prevalence of approx. 1 in 1000• Treatment• no evidence that treatment is effective• Prognosis• can persist for months or years• a five- to ten-year follow-up showed that only 50% had improved
![Page 42: بِسْمِ اللّهِ الرَّحْمـَنِ الرَّحِيمِ الْحَمْدُ للّهِ رَبِّ الْعَالَمِينَ الرَّحْمـنِ الرَّحِيمِ](https://reader036.vdocuments.site/reader036/viewer/2022062423/5681473b550346895db47a92/html5/thumbnails/42.jpg)
Stammering
Disturbance of the rhythm and fluency of speech
• Epidemiology• M:F = 4:1• affects about 1% of children• Treatment• speech therapy• Prognosis• most children improved whether treated
or not
![Page 43: بِسْمِ اللّهِ الرَّحْمـَنِ الرَّحِيمِ الْحَمْدُ للّهِ رَبِّ الْعَالَمِينَ الرَّحْمـنِ الرَّحِيمِ](https://reader036.vdocuments.site/reader036/viewer/2022062423/5681473b550346895db47a92/html5/thumbnails/43.jpg)
43
Mujtaba Nasar