Substance misuse and comorbid psychiatric disorders
Ilana B. Crome, Richard Williams, Roger Bloor, Xenofon Sgouros in Substance Misuse and Young People, 2019
Comorbid disorders may precede as a related risk factor, develop as a consequence, moderate the severity, or originate from common risks as do SUDs (Hovens et al., 1994). Both can be considered developmental disorders, in the sense that they generally begin in childhood or adolescence while the brain is still developing. Inevitably, the question arises as to which type of disorder tends to emerge first. According to Mueser and colleagues (1998), there are four general types of model for people developing co-occurring disorders: (1) common factor models, in which shared risk factors predispose persons to both mental health and substance abuse disorders;(2) secondary substance abuse disorder models, which posit that mental illness increases risk for developing a substance use disorder;(3) secondary mental/psychiatric disorder models, in which substance abuse precipitates a mental disorder in people who might not otherwise develop problems;(4) bidirectional models, which state that the presence of either a mental health or substance abuse disorder increases vulnerability for developing the other disorder.
Psychiatry
Roy Palmer, Diana Wetherill in Medicine for Lawyers, 2020
Both systems are rapidly converging but there remain some important differences. In British psychiatry, ICD-10 is the recognized classificatory system. Standard British textbooks are structured around ICD-10.2,3 That classificatory system is essentially a stem and branch tree system—broad categories with many subdivisions. The basic division is between: developmental disorders, such as learning disability, autism, and personality disorder. These disorders are rooted in the person’s development from childhood into adult life. In that sense, the disorder is ‘hardwired’ into the person disorders which have their origin in adult life. These include the familiar mental illnesses of depression, schizophrenia, and anxiety disorders.
Early Development and Childhood Emotional and Behavioral Disorders
Hanno W. Kirk in Restoring the Brain, 2020
Neurodevelopmental disorders are a group of neurologically based conditions with onset in the developmental period that can interfere with the acquisition, retention, or application of specific skills or sets of information. They may involve dysfunction in attention, memory, perception, language, problem-solving, or social interaction. Neurodevelopmental disorders include attention-deficit/hyperactivity disorder (ADD/ADHD), autism spectrum disorders, learning disabilities and intellectual disabilities. Neurodevelopmental disorders frequently co-occur, for example, individuals with autism spectrum disorder often have intellectual disability (intellectual developmental disorder), and many children with ADHD also have a specific learning disorder. Looking beyond the formal diagnoses, our clinical work focuses on the wide range of developmental, behavioral, and emotional symptoms for which the families of these younger clients seek neurofeedback.
Communication disability in Bangladesh: issues and solutions
Published in Speech, Language and Hearing, 2023
Md Jahangir Alam, Linda Hand, Elaine Ballard
Communication disorders in children are developmental disorders. They can occur by themselves (now in the Minority World termed ‘Developmental Language Disorders’; Bishop, Snowling, Thompson, Greenhalgh, & Consortium, 2017), or they can have co-morbid conditions such as hearing loss or physical disability. In the Minority World, the education system (including early education or pre-school) is seen as an appropriate site for SLTs to work with children who have developmental disorders but no other acute health condition (e.g., they may have a condition such as cerebral palsy, but they are not ill). This is especially true in countries where integration is an educational principle (i.e., that children with disabilities should be mainstreamed and schooled with their non-disabled peers) (Paul, Norbury, & Gosse, 2018).
Cognition, psychosocial functioning, and health-related quality of life among childhood cancer survivors
Published in Neuropsychological Rehabilitation, 2022
Valerie Siegwart, Valentin Benzing, Janine Spitzhuettl, Mirko Schmidt, Michael Grotzer, Maja Steinlin, Kurt Leibundgut, Claudia Roebers, Regula Everts
We recruited 57 7–16-year-old children and adolescents who were comparable to the group of CC survivors in terms of age and sex. They all had normal or corrected-to-normal hearing and vision. The exclusion criteria were as follows: (a) a chronic illness that can potentially influence development (e.g., birth deformity, congenital heart defect, cerebral palsy, epilepsy), (b) medical problems that can potentially influence development (e.g., encephalopathy, traumatic brain injury), (c) developmental disorders (e.g., autism, attention deficit/hyperactivity disorder), (d) mental disorders, (e) noncompliance or substance abuse, and (f) an inability to follow study procedures. These controls were the siblings of the survivors (n = 2) or were recruited through recruitment advertisements, which were posted on the hospital website and circulated within the neighbourhood. One participant was excluded because he had a history of anorexia nervosa, which was unknown to the examiners at the time of assessment. The data of the remaining 56 controls were analyzed.
Age-related changes in segmental accuracy and error production in Korean-English bilingual children: implications for clinical speech sound assessment procedures
Published in Speech, Language and Hearing, 2018
Jae-Hyun Kim, Elaine Ballard, Clare McCann
Emergence of error patterns and resolution and subsequent re-emergence of error patterns have a direct implication for how we identify children with phonological delay as framed within the Differential Diagnosis System (Dodd, 2005). At a time when identifying bilingual children with SSD remains perhaps one of the most difficult challenges in clinical practice, a follow-up session may even be necessary as part of comprehensive assessment procedures for all bilingual children with suspected SSD. Discussing variations apparent in early language development and their implications for clinical practice, Reilly et al. (2014) urged exercising caution in making a diagnosis of language impairment based on a single-time point assessment but suggested that a diagnosis be made only when impairment is shown at two different time points. We suggest that the same practice for identifying bilingual children with suspected SSD has the potential to increase diagnostic accuracy. When assessing children with a suspected developmental disorder, it makes sense to consider their development in comprehensive clinical assessment.
Related Knowledge Centers
- Autism Spectrum
- Developmental Coordination Disorder
- Developmental Language Disorder
- Attention Deficit Hyperactivity Disorder
- Schizophrenia
- Psychiatry
- Learning Disability
- Neurodevelopmental Disorder
- Anti-Social Behaviour
- Evolutionary Psychiatry