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Questions:
15.
What were five learning objectives for Thomas, diagnosed with bipolar disorder, in the peer social skills treatment group?
16.
Regarding milieu management, what three interventions formed a successful treatment program for Kevin?
17.
According to Greenspan, what are the four patterns in the developmental signature of children with bipolar disorder?
18.
According to Wilkinson, what are four characteristic symptoms of mania in adolescents?
19.
According to Wilkinson, what are three cognitive-behavioral techniques that can be taught to a bipolar adolescent to reduce depressive symptoms?
20.
According to Lake, why is psychoeducation for the family of a bipolar child important?
21.
According to Carlson, what is one problem with identifying euphoria and grandiosity in young children?
22.
According to Bardick, what percentage of children and adolescents with bipolar disorder exhibit symptoms common to Conduct Disorder as the first manifestation of their bipolar disorder?
23.
What is one technique that Greene suggests for reducing behavioral difficulties and conflict?
24.
According to Pavuluri, what are two distinctive features of the RAINBOW treatment model?
25.
In Geller’s study, what percentage of children and adolescents with bipolar disorder experience rapid cycling?
26.
According to Janardhan, symptoms of what two disorders may be the first manifestation of pediatric bipolar disorder?
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Answers:
A. Three cognitive-behavioral techniques that help reduce depressive symptoms are: 1. daily mood logs; 2. listing
evidence that dispels distorted thoughts; and 3. self-monitoring and self-thought redirection.
B. Two distinctive features are: 1. flexibility in the timing of
family treatment; and 2. the inclusion of siblings in treatment to learn cognitive-behavioral strategies for improving their own coping skills.
C. Symptoms of ADHD and Conduct Disorder may be the first manifestation of pediatric bipolar disorder.
D. Psychoeducation for the family of a bipolar child enables them to recognize factors that may exacerbate or complicate a depressive episode or a manic episode. Psychoeducation also enables the family to assist with proper diagnosis and treatment.
E. Milieu management interventions:
1. Encouraging attention shifting; 2. Trying to introduced a motivator; 3. Reminding Kevin that he had successfully controlled his rage in the past week and could do it again, in order to increase his self-efficacy.
F. The four patterns are: 1. sensory modulation challenges; 2. difficulties with co-regulated affective interactions;
3. constricted emotional range and flexibility; and 4. polarized rather than reflective thinking.
G. Five learning objectives were:
1. Friendship skills, 2. increased empathy, 3. cooperative problem solving, 4. feeling identification, 5. relaxation/calming skills.
H. If there is a relation between reality testing and age, it is reasonable to assume that inflated self-esteem, or thinking one can do things that one cannot do, may have different meanings at different ages.
I. 80% experienced rapid cycling.
J. Characteristic symptoms of mania in adolescence are: 1. irritability; 2. outbursts of destructive rage; 3. oppositional and tyrannical behavior; and 4. akathesia.
K. Greene suggests creating three "baskets" to identify behaviors that are non-negotiable, negotiable, and not worth addressing. For example, "Basket A" consists of non-negotiable items that parents and teachers should insist upon, such as unsafe behaviors that could be harmful to the child, other people, animals, or property (e.g., anything that requires a firm "No")
L. 22 percent of children and 18 percent of adolescents with bipolar disorder exhibit symptoms of Conduct Disorder as the first manifestation of bipolar disorder. |
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