Week 2 Lecture 2: Autism Spectrum Disorder Literature
● The peer relationships of girls with ASD at school: comparison to
boys and girls with and without ASD. Dean M, Kasari C, Shih W,
Frankel F, Whitney R, Landa R, Lord C, Orlich F, King B, Harwood R.
● Social attention and autism symptoms in high functioning women
with autism spectrum disorder. Ketelaars MP, In ‘t Veld A, Mol A,
Swaab H, Bodrij F, van Rijn S.
● Diagnosis of autism spectrum disorder: reconciling the syndrome, its
diverse origins, and variation in expression. Constantino JN, Charman
T
Week 3 Lecture 3: Anxiety and Compulsions Literature
● Obsessive-compulsive disorder in children and adolescents Barton,
R., & Heyman, I. (2016).
● Optimizing exposure therapy with an inhibitory retrieval approach
and the OptEx Nexus Craske, M. G., Treanor, M., Zbozinek, T. D., &
Vervliet, B. (2022).
● Factsheet VGCT: Exposure: new insights
Week 4 Lecture 4: Psychotic Disorders Literature
● Perceived social stress and symptom severity among help-seeking
adolescents with versus without clinical high risk for psychosis
Millman, Z. B. et al. (2018).
● Psychosis in children and adolescents. McClellan, J. (2018).
● Changes in the adolescent brain and the pathophysiology of
psychotic disorders Matcheri S Keshavan, Jay Giedd, Jennifer Y F Lau,
David A Lewis, Tomáš Paus
Week 5 Lecture 5: Borderline Personality Literature
Disorder ● The diagnosis that should speak its name: why it is ethically right to
diagnose and treat personality disorder during adolescence.
Hutsebaut, J., Clarke, S. L., & Chanen, A. M. (2023).
● Adolescents with personality disorders suffer from severe psychiatric
stigma: evidence from a sample of 131 patients. Catthoor, K.,
Feenstra, D. J., Hutsebaut, J., Schrijvers, D., & Sabbe, B. (2015).
● The attitudes of psychiatric hospital staff toward hospitalization and
treatment of patients with borderline personality disorder. Ehud
Bodner, Sara Cohen-Fridel, et al (2015)
● A life span perspective on Borderline Personality Disorder Videler,
A.C., Hutsebaut, J., Schilkens, J. E., Sobczak (2019)
Week 6 Lecture 6: Attachment Disorders Literature
● The use and abuse of attachment theory in clinical practice with
maltreated children, Part II: Treatment Allen, B. (2011).
● Misperceptions of reactive attachment disorder persist in Poor
methods and unsupported conclusions. Allen, B. (2018).
● Practice parameters for the assessment and treatment of children
and adolescents with reactive attachment disorder and disinhibited
social engagement disorder. Zeanah, C. H. et al. (2016).
Week 7 Lecture 7: Eating Disorders Literature
● Emotion-focused family therapy for eating disorders in children and
, adolescents. Lafrance Robinson, A. et al. (2013).
● Royal Australian and New Zealand College of Psychiatrists clinical
practice guidelines for the treatment of eating disorders. Hay, P. et
al. (2014).
Lecture 1: INTRODUCTION
DIFFERENCES BETWEEN SPECIALISTS (in hierarchy, education, and professional - at the same level but -)
● Psychiatrist (as a medical specialist): controls and treats somatic symptoms, prescribes medication, duties at night and during
the weekend
● Clinical psychologist: specialist in (neuro-) psychological assessment and psychotherapy treatment
● At LUMC Curium - Psychologist-specialist vs Psychaitrist:
○ Similarities: same responsibilities as the psychiatrist
○ Difference: except for medical duties
CHILD AND ADOLESCENT DEVELOPMENT AND DISORDERS
● Normal development (cognitive, social, emotional)
● Atypical development – most common disorders:
○ Learning disabilities (such as dyslexia)
○ Speech-language disorders
○ Intellectual disabilities
○ Neurodevelopmental disorders, such as ADHD and autism
● Complex disorders – and comorbidity
○ Anxiety
○ Depression
○ Eating disorders
○ Attachment disorders/trauma
○ Stressor-related disorders
○ Personality disorders
○ Psychotic disorders
ORGANIZATION OF PSYCHOLOGICAL SERVICES IN THE NETHERLANDS
● Child Healthcare / Youth and Family Centre
○ 0-18 yrs: 0-4 child consultation clinic; 4-18 youth and family center
○ No referral of a general practitioner is needed
● Basic mental healthcare (Basic GGZ)
● Specialized mental healthcare (Specialistische GGZ): LUMC Curium
○ All ages
○ Referral of a general practitioner or Youth and family center is needed
○ Most complex cases
○ 0-18 yrs: local authorities pay (they receive funds from the central government) (16 => parents don’t need to know)
○ 18+ years: health insurance that pays
TREATMENT OUTCOME
● Factors that influence client outcomes can be divided into four areas
○ Extra-therapeutic factors
○ Expectancy effects
○ Specific therapy techniques
○ Common factors: empathy, warmth, and the therapeutic relationship have been shown to correlate more highly with
client outcomes than specialized treatment interventions.
● Alliance and expectancy are active ingredients of treatment.
TREATMENT RELATIONSHIP
● Interpersonal skills:
, ○ Verbal fluency
○ Interpersonal perception (what is happening between you and the client - knowledge on our regulation)
○ Affective modulation and expressiveness
○ Warmth and acceptance
○ Empathy
○ Focus on other
● Therapist:
○ Is someone you can trust, who can help you and understand you
○ Aware of the client’s age, characteristics, cultural background, and context
○ Flexible and will adjust therapy if resistance to the treatment is apparent or the client is not making adequate
progress
○ Communicates hope and optimism
○ Aware of their own psychological process and do not inject their own material into the therapy process unless such
actions are deliberate and therapeutic
LUMC CURIUM
ORGANIZATION
● LUMC – is divided into 4 divisions
● Division 3 – department Psychiatry
● Sub-department Child and Adolescent Psychiatry
● Head of Curium: Prof dr Robert Vermeiren and Manager: Willeke van den Oudenrijn
● 3 care programs - partly based on diagnostic classification
○ Neurodevelopmental disorders: Mirjam Rinne
○ Emotional disorders (anxiety, psychotic): Tes Mijnders, Eva van Well
○ Complex disorders and family problems: Lian Nijland, Lucas Korthals Altes + Janine Baartmans (De Viersprong)
AT LUMC CURIUM COMBINATION OF
● Patient care
● Research - in clinical practice, with the most complex group (severe and enduring problems)
● Education/training of professionals - all levels from MSc to specialist
● Management
PATIENT CARE
● Within a program
○ Inpatient and outpatient treatment
○ Guidelines for the diagnostic process (mainly outpatient) and treatment process
● In outpatient and inpatient teams
○ Different levels of education of professionals
○ Diagnostic process and treatment process are done by the same persons/in the same team, supervised by a specialist
○ Specific treatment programs/therapies (CBT, DBT, psychotherapy, nonverbal therapy, farmaceutical treatment, family
therapy)
INDIVIDUALLY PLANNED TREATMENT PROGRAM
● As short as possible, as intensive as necessary:
○ Outpatient treatment, individually and/or family
○ Home treatment, individually and/or family
○ Day clinic (chair)
○ Clinic Inpatient (bed)
○ “Flexbed”
○ Bed on prescription (BOR)
○ Chair on prescription (SOR)
○ Consultation by telephone (TOR)
(DAY) CLINICAL TREATMENT CURIUM LUMC
1. Focused individualized treatment: concrete treatment goals
2. Treatment climate: working from competencies, skills training
, 3. Short inpatient treatment in strong cooperation with outpatient treatment and home training
4. Families in control
5. Empowerment of the family
6. Outpatient pre- and post-clinical treatment programs
BASIC ATTITUDE TOWARDS FAMILIES
● Parents are competent and experts about their child, and the treatment team are experts on theoretical knowledge about the
disorder and treatment
● Parents go on together with their children, the team passes by
● Building on the competencies of the child and the family
● Goal is not to cure but to foster functioning and find a new balance for the child and the family
● Non-Violent Resistance (Chaim Omer) – parental (or adult) presence in the child’s mind, to reduce helplessness and gain
authority by supporting parents.
INDIVIDUAL PAPER ASSIGNMENT REFERRAL AND INTAKE AT LUMC CURIUM
● Referral:
○ First by telephone (referrer and parent) => teams
○ Referral letter
○ DAWBA (development and well-being assessment questionnaire), interview and rating
● Intake:
○ Interview with parents and child
○ Child psychiatric examination
○ Importance of the differential diagnosis for hypotheses generation
INTAKE AND TREATMENT AT LUMC CURIUM
● Diagnostic process: assessing child’s developmental history, psychological assessment (IQ, questionnaires), information from
school
● Multidisciplinary meeting with a specialist, social worker/family therapist, and student, when indicated with a psychologist for
results from psychological assessment => descriptive diagnosis (not DSMV-classification per se) + treatment plan
● Meeting with parents and children for advice
● Treatment => 3 monthly multidisciplinary evaluation
WORKING WITH CHILDREN AND YOUNG PEOPLE VS ADULT MENTAL HEALTH CARE
● Working with different developmental phases
● Always working with families/caretakers
● Working with schools, community, legal system, etc.
● C&A psychiatry is a relatively young specialism still in development
○ More complex, more differentiated, more co-operation => more difficult?
Lecture 2: AUTISM SPECTRUM DISORDER
DSM-5 AND ASD
CATEGORY A ● Deficits in social and emotional reciprocity
The benefits of buying summaries with Stuvia:
Guaranteed quality through customer reviews
Stuvia customers have reviewed more than 700,000 summaries. This how you know that you are buying the best documents.
Quick and easy check-out
You can quickly pay through credit card or Stuvia-credit for the summaries. There is no membership needed.
Focus on what matters
Your fellow students write the study notes themselves, which is why the documents are always reliable and up-to-date. This ensures you quickly get to the core!
Frequently asked questions
What do I get when I buy this document?
You get a PDF, available immediately after your purchase. The purchased document is accessible anytime, anywhere and indefinitely through your profile.
Satisfaction guarantee: how does it work?
Our satisfaction guarantee ensures that you always find a study document that suits you well. You fill out a form, and our customer service team takes care of the rest.
Who am I buying these notes from?
Stuvia is a marketplace, so you are not buying this document from us, but from seller bernarditarichards. Stuvia facilitates payment to the seller.
Will I be stuck with a subscription?
No, you only buy these notes for $12.84. You're not tied to anything after your purchase.
