psychological aspects of illness emotions behaviors cognitive states psychiatric disorders
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Psychological Aspects of Illness
• Emotions
• Behaviors
• Cognitive States
• Psychiatric Disorders
Relevance for Physicians
• Diagnosis
• Treatment
• Screening for Psychiatric Disorders
Role of Psychological Factors in Diagnosis and Treatment
• History - Symptom Reporting
• Physical Exam – Blood Drawing – Other Diagnostic Procedures
• Treatment – Compliance vs. Non-Compliance
Emotional Responses to Illness
• Anxiety - Fear - Panic
• Sadness - Despair - Hopelessness
• Irritability - Anger - Rage
• Passivity - Helplessness
• Relief - Happiness - Mania
Problematic Behaviors in Response to Illness
• Withdrawal - Social Isolation - School Refusal
• Oppositional Behavior - Tantrums - Aggression
• Head-banging - Self-Mutilation - Suicide
• Attention-Seeking Behaviors
Potential Cognitive Changes in Physical Illness
• Impairments in Intellectual Functioning
• Attentional and Learning Problems
• Slowed or Racing Thoughts
• Hallucinations and Delusions
Potential Responses toChronic Illness
• Denial
• Why Me? or Why My Child?
• Guilt
• Feeling of Being “Different”
• Fears of Disfigurement, Disability, Death
Physical Illness as Risk Factor for Psychiatric Disorder
• Psychiatric Disorders found in 20% or more of medically ill children
• High Rates of psychiatric disorders in children with CNS impairments (ie., epilepsy, AIDS, Brain Tumors, Head Injuries)
Approaches to Understanding Psychological Responses
• Need for Conceptual Framework
• Awareness of Risk and Protective Factors
• Applications to Patient Care
Conceptual Frameworks
• Biopsychosocial Model
• Developmental Models
• Applications of Developmental Concepts
Biopsychosocial Model: A Systems Approach to Disease
• Biological Component - anatomical, biochemical and molecular substrates
• Psychological Component - emotions, motivations, cognition
• Social Component - Family, School, Community, including Medical System
Developmental Approach: Basic Tenets
• Development occurs as a continuous series of interactions between the child’s biological endowment and the environment
• The child’s understanding of and psychological response to medical illness is contingent on his or her developmental level and environmental experiences
Potential Effects of Illnesson Development
• Regression from previous levels of mastery
• Delay in Achievement of Developmental Landmarks - Emotional, Social, Motoric, Linguistic, Academic
• Acceleration of Cognitive Understanding of Illness and Death
• Neglect or Excessive Attention to Somatic Concerns
Cognitive Development: Piaget
• Sensorimotor Stage (Birth to 2 Years)
• Pre-operational Stage (2 to 7 years)
• Concrete Operations (7 to 11 years)
• Formal Operations (11 years through adolescence)
Applications of Developmental Concepts
• Regression
• Children’s Understanding of Illness and Death
• Adolescents’ Sense of Invincibility
Regression
• Return to developmentally earlier mode of functioning - emotional, behavioral, cognitive, linguistic or motoric
• Example: a 12 year old boy insists that his mother feed him and sleep in his room after he returns home from a hospitalization for a broken leg sustained in a bicycle accident
Cognitive Understanding of Illness
• Pre-operational Stage: “Immanent Justice” - illness as punishment
• Concrete Operations (Early): “Contagion”
• Concrete Operations (Late) and Formal Operations: Growing Understanding of Disease Mechanisms and Etiological Complexity
Understanding of Illness: Examples
• A 3 year old boy states that he has asthma attacks because he is “bad” – (concept of “immanent justice”)
• A 6 year old girl states that she “caught” diabetes from her sister (contagion)
• A 12 year old boy with diabetes describes the role of the pancreas and insulin in regulating blood levels of glucose
Concepts of Death and Dying
• Below Age 5: Fears of Abandonment, Lack of Awareness of Irreversibility
• Ages 5 to 10: Confusion, Focus on body parts
• Ages 10 to 15: Reality, Despair
Concepts of Death and Dying: Examples
• A 3 year old girl asks who will “take care” of her if she dies
• A 6 year old boy wonders who he will be able to “eat ice cream” with in his grave
• A 13 year old boy with osteosarcoma asks why he has to go to school since he is “going to die anyway”
Mediating Factors in Emotional Response to Illness
• Child Characteristics
• Illness Characteristics
• Family
• School
• Community
• Health Care System
Mediating Factors: Child Characteristics
• Age
• Sex
• Developmental Level
• Temperament
• Previous Experiences
Mediating Factors: Illness Characteristics
• Acute vs. Chronic• Systemic vs. Local• Disability• Disfigurement• Pain• Restrictions on
Activity
• Etiology • Age at Onset• Diagnosis• Prognosis
Mediating Factors: Family
• Family Structure: Intact vs. Fragmented
• Socio-economic Status
• Family Members’ Previous Experiences
• Supportive
• Capacity for Collaboration with Treating Staff
Mediating Factors: Other Environmental Variables
• School
• Peers
• Health Care System
Mediating Factors: Treatment Variables
• Short vs. Long-Term
• Invasive vs. Non-invasive
• Frequency
• Need for Hospitalization - Single vs. Multiple
• CNS Effects
• Other Side Effects
Insulin-Dependent Diabetes Mellitus (Juvenile Diabetes)
• Affects about 1 in 600 children below age 12 in North America
• 11,000 - 12,000 new cases per year
• 7 million people with Diabetes Mellitus in U.S.; 5 - 10% have IDDM
IDDM: Management Issues
• Need for Daily Monitoring and Treatment
• Effects on Broad Range of Activities (Diet, Exercise, School, Social Situations)
• Risk of Acute Crises (Seizures, DKA)
• Uncertainty about long-term outcome
IDDM: Cognitive Factors
• Risk of Neurocognitive Impairments from Hypo- and Hyper-Glycemia and Seizures
• Age of Onset and Duration
• Role of Cognitive Understanding by Parents and Child to Disease Management and Control
IDDM: Emotional & Behavioral Problems
• Symptoms of Depression and Anxiety at time of diagnosis
• Impairment in Self Esteem
• Non-compliance with daily management regimen
• Involvement in High-Risk Activities in Adolescence
IDDM: Management Approach
• Parent Education regarding the disorder
• Child Education appropriate to age and developmental level
• Involvement of School Staff
• Psychotherapy and family counseling when indicated
• Peer Support Groups - Local and National– American Diabetic Association– Juvenile Diabetes Foundation
Emotional Aspects of Physical Disease: Management Summary
• Assess child, family, environment
• Know Illness Characteristics - onset, course, treatment side effects, prognosis
• Identify Risk and Protective Factors
• Formulate Developmentally Appropriate Plan for Child and Family
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