TEST BANK FOR Dulcan’s Textbook Of Child And Adolescent Psychiatry
TEST BANK FOR Dulcan’s Textbook Of Child And Adolescent Psychiatry STUDY GUIDE TO
... [Show More] CHILD AND ADOLES-CENT PSYCHIATRY A Companion to Dulcan’s Textbook of Child and Adolescent Psychiatry Hong Shen, M.D. Clinical Associate Professor of Psychiatry, Department of Psychiatry and Behavioral Sciences University of California, Davis School of Medicine Sacramento, California Robert E. Hales, M.D., M.B.A. Joe P. Tupin Chair, Department of Psychiatry and Behavioral Sciences Interim Director, M.I.N.D. Institute University of California, Davis School of Medicine Sacramento, California Narriman C. Shahrokh Chief Administrative Officer, Department of Psychiatry and Behavioral Sciences University of California, Davis School of Medicine Sacramento, California 2 | Contents Preface .............................................................................................................................. xv Questions CHAPTER 1 Assessing Infants and Toddlers.......................................................................................... 1 CHAPTER 2 Assessing the Preschool-Age Child.................................................................................... 2 CHAPTER 3 Assessing the Elementary School–Age Child ..................................................................... 4 CHAPTER 4 Assessing Adolescents....................................................................................................... 5 CHAPTER 5 Classification of Psychiatric Disorders ................................................................................ 7 CHAPTER 6 The Process of Assessment and Diagnosis........................................................................ 9 CHAPTER 7 Diagnostic Interviews........................................................................................................ 11 CHAPTER 8 Rating Scales.................................................................................................................... 13 CHAPTER 9 Pediatric Evaluation and Laboratory Testing .................................................................... 14 CHAPTER 10 Neurological Examination, Electroencephalography, and Neuroimaging ......................... 16 CHAPTER 11 Psychological and Neuropsychological Testing ................................................................ 18 CHAPTER 12 Intellectual Disability (Mental Retardation)........................................................................ 20 4 | CHAPTER 13 Autism Spectrum Disorders .............................................................................................. 22 CHAPTER 14 Developmental Disorders of Learning, Communication, and Motor Skills ........................ 23 CHAPTER 15 Attention-Deficit/Hyperactivity Disorder............................................................................. 25 CHAPTER 16 Oppositional Defiant Disorder and Conduct Disorder ....................................................... 27 CHAPTER 17 Substance Abuse and Addictions ..................................................................................... 28 CHAPTER 18 Depression and Dysthymia............................................................................................... 30 CHAPTER 19 Bipolar Disorder ................................................................................................................ 32 CHAPTER 20 Generalized Anxiety Disorder, Specific Phobia, Panic Disorder, Social Phobia, and Selective Mutism................................................................................ 34 CHAPTER 21 Separation Anxiety Disorder and School Refusal ............................................................. 36 CHAPTER 22 Posttraumatic Stress Disorder .......................................................................................... 38 CHAPTER 23 Obsessive-Compulsive Disorder....................................................................................... 39 CHAPTER 24 Early-Onset Schizophrenia ............................................................................................... 41 CHAPTER 25 Obesity.............................................................................................................................. 43 CHAPTER 26 Anorexia Nervosa and Bulimia Nervosa ........................................................................... 45 CHAPTER 27 Tic Disorders..................................................................................................................... 47 CHAPTER 28 Elimination Disorders........................................................................................................ 48 CHAPTER 29 Sleep Disorders ................................................................................................................ 49 CHAPTER 30 Evidence-Based Practices................................................................................................ 51 CHAPTER 31 Child Abuse and Neglect .................................................................................................. 52 CHAPTER 32 HIV and AIDS ................................................................................................................... 53 CHAPTER 33 Bereavement and Traumatic Grief.................................................................................... 54 CHAPTER 34 Ethnic, Cultural, and Religious Issues .............................................................................. 56 CHAPTER 35 Youth Suicide.................................................................................................................... 58 CHAPTER 36 Gender Identity and Sexual Orientation............................................................................ 60 CHAPTER 37 Aggression and Violence .................................................................................................. 62 CHAPTER 38 Genetics: Fundamentals Relevant to Child and Adolescent Psychiatry............................ 64 CHAPTER 39 Psychiatric Emergencies................................................................................................... 66 CHAPTER 40 Family Transitions: Challenges and Resilience ................................................................ 68 CHAPTER 41 Psychiatric Aspects of Chronic Physical Disorders........................................................... 70 CHAPTER 42 Children of Parents With Psychiatric and Substance Abuse Disorders ............................ 72 6 | CHAPTER 43 Legal and Ethical Issues................................................................................................... 74 CHAPTER 44 Telepsychiatry................................................................................................................... 75 CHAPTER 45 Principles of Psychopharmacology ................................................................................... 76 CHAPTER 46 Medications Used for Attention-Deficit/Hyperactivity Disorder .......................................... 78 CHAPTER 47 Antidepressants ................................................................................................................ 79 CHAPTER 48 Mood Stabilizers ............................................................................................................... 81 CHAPTER 49 Antipsychotic Medications................................................................................................. 83 CHAPTER 50 Alpha-Adrenergics, Beta-Blockers, Benzodiazepines, Buspirone, and Desmopressin..... 85 CHAPTER 51 Medications Used for Sleep.............................................................................................. 87 CHAPTER 52 Electroconvulsive Therapy, Transcranial Magnetic Stimulation, and Deep Brain Stimulation .............................................................................................. 88 CHAPTER 53 Individual Psychotherapy.................................................................................................. 90 CHAPTER 54 Parent Counseling, Psychoeducation, and Parent Support Groups ................................. 91 CHAPTER 55 Behavioral Parent Training ............................................................................................... 93 CHAPTER 56 Family Therapy ................................................................................................................. 94 CHAPTER 57 Interpersonal Psychotherapy for Depressed Adolescents ................................................ 95 CHAPTER 58 Cognitive-Behavioral Treatment for Anxiety Disorders ..................................................... 97 CHAPTER 59 Cognitive-Behavioral Therapy for Depression .................................................................. 99 CHAPTER 60 Motivational Interviewing................................................................................................. 101 CHAPTER 61 Systems of Care, Wraparound Services, and Home-Based Services ............................ 102 CHAPTER 62 Milieu Treatment: Inpatient, Partial Hospitalization, and Residential Programs.............. 104 CHAPTER 63 School-Based Interventions............................................................................................ 106 CHAPTER 64 Collaborating With Primary Care .................................................................................... 108 CHAPTER 65 Juvenile Justice .............................................................................................................. 110 Answer Guide CHAPTER 1 Assessing Infants and Toddlers...................................................................................... 111 CHAPTER 2 Assessing the Preschool-Age Child................................................................................ 114 CHAPTER 3 Assessing the Elementary School–Age Child ................................................................. 118 CHAPTER 4 Assessing Adolescents................................................................................................... 121 CHAPTER 5 Classification of Psychiatric Disorders ............................................................................ 125 CHAPTER 6 The Process of Assessment and Diagnosis.................................................................... 128 8 | CHAPTER 7 Diagnostic Interviews...................................................................................................... 131 CHAPTER 8 Rating Scales.................................................................................................................. 134 CHAPTER 9 Pediatric Evaluation and Laboratory Testing .................................................................. 138 CHAPTER 10 Neurological Examination, Electroencephalography, and Neuroimaging ....................... 143 CHAPTER 11 Psychological and Neuropsychological Testing .............................................................. 146 CHAPTER 12 Intellectual Disability (Mental Retardation)...................................................................... 149 CHAPTER 13 Autism Spectrum Disorders ............................................................................................ 153 CHAPTER 14 Developmental Disorders of Learning, Communication, and Motor Skills ...................... 157 CHAPTER 15 Attention-Deficit/Hyperactivity Disorder........................................................................... 160 CHAPTER 16 Oppositional Defiant Disorder and Conduct Disorder ..................................................... 165 CHAPTER 17 Substance Abuse and Addictions ................................................................................... 168 CHAPTER 18 Depression and Dysthymia............................................................................................. 171 CHAPTER 19 Bipolar Disorder .............................................................................................................. 175 CHAPTER 20 Generalized Anxiety Disorder, Specific Phobia, Panic Disorder, Social Phobia, and Selective Mutism.............................................................................. 178 CHAPTER 21 Separation Anxiety Disorder and School Refusal ........................................................... 183 CHAPTER 22 Posttraumatic Stress Disorder ........................................................................................ 187 CHAPTER 23 Obsessive-Compulsive Disorder..................................................................................... 190 CHAPTER 24 Early-Onset Schizophrenia ............................................................................................. 194 CHAPTER 25 Obesity............................................................................................................................ 199 CHAPTER 26 Anorexia Nervosa and Bulimia Nervosa ......................................................................... 202 CHAPTER 27 Tic Disorders................................................................................................................... 205 CHAPTER 28 Elimination Disorders...................................................................................................... 209 CHAPTER 29 Sleep Disorders .............................................................................................................. 212 CHAPTER 30 Evidence-Based Practices.............................................................................................. 216 CHAPTER 31 Child Abuse and Neglect ................................................................................................ 219 CHAPTER 32 HIV and AIDS ................................................................................................................. 222 CHAPTER 33 Bereavement and Traumatic Grief.................................................................................. 225 CHAPTER 34 Ethnic, Cultural, and Religious Issues ............................................................................ 229 CHAPTER 35 Youth Suicide.................................................................................................................. 232 CHAPTER 36 Gender Identity and Sexual Orientation.......................................................................... 236 10 | CHAPTER 37 Aggression and Violence ................................................................................................ 239 CHAPTER 38 Genetics: Fundamentals Relevant to Child and Adolescent Psychiatry.......................... 242 CHAPTER 39 Psychiatric Emergencies................................................................................................. 245 CHAPTER 40 Family Transitions: Challenges and Resilience .............................................................. 248 CHAPTER 41 Psychiatric Aspects of Chronic Physical Disorders......................................................... 251 CHAPTER 42 Children of Parents With Psychiatric and Substance Abuse Disorders .......................... 255 CHAPTER 43 Legal and Ethical Issues................................................................................................. 258 CHAPTER 44 Telepsychiatry................................................................................................................. 261 CHAPTER 45 Principles of Psychopharmacology ................................................................................. 264 CHAPTER 46 Medications Used for Attention-Deficit/Hyperactivity Disorder ........................................ 267 CHAPTER 47 Antidepressants .............................................................................................................. 271 CHAPTER 48 Mood Stabilizers ............................................................................................................. 274 CHAPTER 49 Antipsychotic Medications............................................................................................... 278 CHAPTER 50 Alpha-Adrenergics, Beta-Blockers, Benzodiazepines, Buspirone, and Desmopressin... 281 CHAPTER 51 Medications Used for Sleep............................................................................................ 284 CHAPTER 52 Electroconvulsive Therapy, Transcranial Magnetic Stimulation, and Deep Brain Stimulation ............................................................................................ 287 CHAPTER 53 Individual Psychotherapy................................................................................................ 291 CHAPTER 54 Parent Counseling, Psychoeducation, and Parent Support Groups ............................... 294 CHAPTER 55 Behavioral Parent Training ............................................................................................. 297 CHAPTER 56 Family Therapy ............................................................................................................... 300 CHAPTER 57 Interpersonal Psychotherapy for Depressed Adolescents .............................................. 304 CHAPTER 58 Cognitive-Behavioral Treatment for Anxiety Disorders ................................................... 307 CHAPTER 59 Cognitive-Behavioral Therapy for Depression ................................................................ 312 CHAPTER 60 Motivational Interviewing................................................................................................. 315 CHAPTER 61 Systems of Care, Wraparound Services, and Home-Based Services ............................ 318 CHAPTER 62 Milieu Treatment: Inpatient, Partial Hospitalization, and Residential Programs.............. 322 CHAPTER 63 School-Based Interventions............................................................................................ 326 CHAPTER 64 Collaborating With Primary Care .................................................................................... 329 CHAPTER 65 Juvenile Justice .............................................................................................................. 332 12 | Preface The purpose of this study guide is to provide individuals who have purchased Dulcan’s Textbook of Child and Adolescent Psychiatry an opportunity to evaluate their understanding of the material contained in the textbook. Whenever possible, the selected questions emphasize the major points of each chapter. In addition, every effort is made to select those questions of most relevance to psychiatrists who see patients in a variety of clinical prac-tice settings. We encourage the readers of the textbook to answer the questions after reading each chapter. The format for the questions is similar to what candidates would expect to encounter when taking Part I of the American Board of Psychiatry and Neurology initial certification examination or the maintenance-of-certification examination in psychiatry that is required every 10 years. At the end of the study guide, the questions are repeated along with detailed answers. The answer section includes an explanation of the correct response for each question, as well as an explanation, in most cases, for why the other responses were incorrect. An online version is available in addition to the printed study guide. Psychiatrists who wish to earn continuing medical education credits may purchase the online version and obtain CME credit by completing it. We hope you will find the study guide a useful addition to Dulcan’s Textbook of Child and Adolescent Psychiatry. Our goal is to have an assessment instrument that is helpful for your understanding of the material and for clari-fication of important concepts. Although the questions are reviewed numerous times, both by the authors and by editors at American Psychiatric Publishing, Inc., occasionally an incorrect response may be included. If this is the case, we would appreciate your notifying the publisher of the error so it can be corrected in the online ver-sion of the self-assessment examination. If you have other suggestions concerning this study guide, please e-mail Dr. Hales at . Best of luck with your self-examination. Hong Shen, M.D. Robert E. Hales, M.D., M.B.A. Narriman C. Shahrokh Chapter 1 Assessing Infants and Toddlers Select the single best response for each question. 1.1 Infant psychiatry focuses on which of the following age groups? A. From birth to first birthday. B. From birth through age 3 years. C. From birth to preschool years. D. From conception to age 3 years. E. From conception to preschool years. 1.2 Which of the following is the strongest outcome predictor of early childhood development? A. Presence or absence of pregnancy complications. B. Birth weight. C. Child’s temperament. D. Parental relationship. E. Primary caregiving relationship. 1.3 Which of the following assessment or diagnostic tools uses the DSM-IV multiaxial system? A. Diagnostic Criteria: Zero to Three, Revised (DC:0–3R). B. Child Behavior Checklist 1½–5. C. Infant-Toddler Social and Emotional Assessment (ITSEA). D. Ages and Stages Questionnaires: Social-Emotional. E. None of the above. 1.4 Which of the following is not considered a key element of the infant/toddler assessment? A. History of presenting problem. B. Medical history. C. Developmental history. D. IQ. E. Family history. 1.5 Which of the following is the only diagnostic interview with published data to support its reliability for as-sessing infants and toddlers? A. Preschool Age Psychiatric Assessment (PAPA). B. Diagnostic Infant Preschool Structured Interview. C. Crowell procedure. 14 | D. Beck Depression Inventory. E. Parenting Stress Index. Chapter 2 Assessing the Preschool-Age Child Select the single best response for each question. 2.1 The significant developmental differences between preschool- and school-age children require a tailored approach to obtaining a history and mental status exam. Which of the following principles should be kept in mind when evaluating a preschool-age child? A. The most meaningful evaluation occurs when the child is evaluated without the primary caregiver. B. The mental status examination should be conducted in the context of play. C. The preschooler should be evaluated in one session to avoid conflicting results. D. It is desirable to include only the primary caregiver when evaluating the child. E. All of the above. 2.2 The Washington University School of Medicine Infant/Preschool Mental Health (WUSM IPMH) clinic uses a standardized format for evaluating preschool-age children. Which of the following statements correctly describes this evaluation? A. The assessment is conducted in one 3-hour session. B. Free play is observed with the primary caregiver. C. A semistructured observation with secondary caregivers is included. D. Emotional, psychological, family, and developmental history is obtained only from the mother. E. None of the above. 2.3 Which of the following actions should be taken by parents to prepare their preschooler for the play evalua-tion? A. Parents should provide honest information to the child about the purpose of the evaluation. B. Parents should not disclose to their child that they have already met with the examiner. C. Parents should avoid discussing with the child that the examination will involve play. D. It is best to inform the child about the examination over several days to a week so he/she may ask questions. E. Parents should not prepare their child for the examination. 2.4 Which of the following statements regarding conduct of the free-play assessment with the preschooler is true? A. A brief separation between the parent and child midway through the free-play session is useful. B. The clinician should avoid disclosing to the child what was learned about his or her problems from the meeting with the parents. C. When the parent asks questions of the therapist during the play session, the therapist should freely answer the questions in order to reduce the parents’ anxiety. 16 | D. The examiner should not respond to the child’s bids to engage in play. E. All of the above. 2.5 Several standardized semistructured interviews may be useful in the dyadic assessment of parent and child. Which of the following are characteristics of the Parent-Child Early Relational Assessment (PCERA)? A. The parent blows bubbles to elicit affect from the child. B. Tasks of escalating difficulty are performed by the child and parent and videotaped for further re-view. C. The parent and child perform a structured task in which [Show Less]