INTERNAL EXAM LIFE SPAN DEVELOPMENT – PANGAJAM MAM

Psychoanalytic Approach to Adolescent Mental Health

Freud's psychoanalytic theory posits that the unconscious mind plays a significant role in shaping
behavior and personality. In the context of adolescent mental health, this approach emphasizes the
following:

Id, Ego, and Superego

Id: The pleasure principle, seeking immediate gratification. During adolescence, this can manifest as
impulsive behavior and risk-taking.

Ego: The reality principle, balancing the demands of the id and superego. Adolescents are developing
their ego, which can lead to internal conflicts and anxiety.

Superego: The moral principle, internalizing societal rules and expectations. The superego can
become more rigid during adolescence, leading to feelings of guilt or shame.

Libidinal Stage: Genital Stage

Sexual Energy: Freud believed that sexual energy (libido) is redirected during the genital stage
(adolescence and adulthood). This can lead to increased sexual interest and exploration.

Oedipal and Electra Complexes: While these complexes are typically resolved in childhood, lingering
unresolved issues can contribute to difficulties in forming intimate relationships or developing a
strong sense of self.

Defense Mechanisms

Denial: Refusing to acknowledge unpleasant realities, such as feelings of inadequacy or anxiety.

Projection: Attributing one's own unacceptable thoughts or feelings to others.

Rationalization: Justifying one's behavior with logical explanations to avoid negative emotions.

Repression: Forcibly pushing unpleasant thoughts or memories into the unconscious.

Psychoanalytic therapy for adolescents would focus on exploring unconscious conflicts, identifying
defense mechanisms, and developing insight into their thoughts, feelings, and behaviors. By
understanding the underlying psychological dynamics, adolescents can gain a better understanding
of themselves and their challenges.

Key considerations in applying a psychoanalytic approach to adolescent mental health:

Developmental stage: Adolescence is a time of significant change and exploration, which can
influence the manifestation of psychological issues.
Cultural factors: Cultural beliefs and values can shape the expression and interpretation of
psychological conflicts.

Therapeutic relationship: A strong therapeutic alliance is essential for building trust and facilitating
exploration of sensitive topics

- Characteristics of Adolescents and Their Impact on Mental Health: A Clinical

Psychology Perspective
Adolescence is a period of immense transformation, marked by significant physical, emotional, and
cognitive changes.

These changes pose unique challenges that can significantly impact mental well-being. Here's a
breakdown from a clinical psychology perspective:

Core Characteristics:

Identity Exploration: Adolescence is a journey of self-discovery. Teenagers grapple with questions like
"Who am I?" and "Where do I fit in?" This can lead to role confusion, insecurity, and anxiety. Clinical
psychologists understand the importance of fostering self-exploration and healthy self-esteem during
this phase.

Increased Risk-Taking: Driven by a combination of hormonal fluctuations, peer pressure, and a desire
for autonomy, adolescents often engage in risky behaviors. These may include substance abuse,
reckless driving, or unsafe sexual practices. Clinicians work on equipping adolescents with impulse
control strategies and promoting responsible decision-making.

Mood Swings: Hormonal changes contribute to emotional volatility during adolescence. Rapid mood
shifts from elation to anger or sadness are common. Clinicians can help adolescents identify triggers
for emotional dysregulation and develop coping mechanisms for managing emotional intensity.

Developing Cognitive Abilities: While abstract thinking and complex problem-solving skills are
developing, adolescents may still struggle with future-oriented thinking and long-term
consequences. Clinicians can help adolescents develop healthy judgment by fostering perspective-
taking and weighing risks and rewards.

Impact on Mental Health:

Vulnerability to Disorders: The heightened stress and emotional turmoil of adolescence can make
individuals more susceptible to mental health conditions like anxiety, depression, eating disorders,
and substance use disorders. Clinical psychologists are trained to assess and treat these disorders in
adolescents.

Therapeutic Challenges: Adolescents may find it difficult to express their emotions verbally or may
resist seeking help due to fear of judgment. Clinicians use age-appropriate techniques like narrative
therapy, play therapy, or cognitive-behavioral therapy to create a safe and supportive environment
for communication.

Importance of Early Intervention: Identifying and addressing mental health issues early in
adolescence is crucial to prevent long-term consequences and improve overall well-being. Clinicians
collaborate with parents, educators, and other professionals to develop a comprehensive treatment
plan.

Specialized Training: Mental health professionals working with adolescents require specialized
training in adolescent development, cognitive-behavioral therapy (CBT), family therapy, and trauma-
informed care. Understanding adolescent psychology allows them to tailor therapeutic approaches
effectively.

Conclusion:

By understanding the unique challenges adolescents face, mental health professionals can offer
effective interventions and support. They can empower adolescents to navigate this critical
developmental phase, promoting positive mental health and building resilience for adulthood.

- Specific Learning Disabilities: A Clinical Psychology Perspective

Specific learning disabilities (SLDs) are a group of neurodevelopmental disorders that affect a
person's ability to learn and use language, mathematics, or other academic skills. These disorders are
not caused by intellectual disability, sensory impairments, or emotional disturbances.

Common Types of SLDs:

Dyslexia: Difficulty with reading, writing, and spelling

Dysgraphia: Difficulty with handwriting

Dyscalculia: Difficulty with math skills

Nonverbal learning disabilities: Difficulty with spatial relationships, social cues, and abstract thinking

Role of Clinical Psychologists:

Clinical psychologists play a vital role in the assessment and treatment of SLDs. They use various
methods to identify specific areas of difficulty and develop individualized treatment plans.

Psychoeducational Assessments: These assessments measure cognitive abilities, academic skills, and
adaptive functioning to identify strengths and weaknesses.

Cognitive-Behavioral Therapy (CBT): CBT helps individuals develop strategies for coping with
academic challenges and improving self-esteem.

Academic Interventions: These interventions provide targeted instruction and support to address
specific learning difficulties.

Accommodations and Modifications: These strategies can help individuals with SLDs access
education and participate fully in classroom activities.
Impact and Early Intervention:

SLDs can have a significant impact on a person's self-esteem and academic performance. Early
identification and intervention are crucial for helping individuals with SLDs reach their full potential.
If you or someone you know is struggling with learning, it's recommended to consult with a clinical
psychologist for evaluation and support.

Psychosocial Factors in the Rise of Conduct Problems: A Clinical Psychology Perspective

Conduct problems, characterized by aggressive, disruptive, or antisocial behaviors, are a significant

concern in clinical psychology. Various psychosocial factors can contribute to their rise, including:

Family Factors:

Parental Discipline: Inconsistent, harsh, or punitive parenting styles can lead to conduct problems.

Family Conflict: Exposure to domestic violence or parental discord can create a stressful environment
that contributes to aggressive behavior.

Parental Substance Abuse: Children of parents with substance abuse problems are at increased risk
for conduct disorders.

Peer Factors:

Deviant Peer Associations: Associating with peers who engage in antisocial behavior can reinforce
and normalize such behaviors.

Peer Rejection: Social isolation or rejection can lead to feelings of anger and frustration, which may
manifest as aggressive behavior.

Community Factors:

Exposure to Violence: Living in communities with high rates of crime and violence can desensitize
children to aggression and increase their risk of engaging in such behaviors.

Limited Opportunities: Lack of access to education, employment, or recreational activities can

contribute to feelings of hopelessness and frustration, leading to antisocial behavior.

Poverty: Economic hardship and poverty can create stress and strain on families, increasing the risk
of conduct problems.

Individual Factors:

Temperament: Children with difficult temperaments, such as those who are aggressive or impulsive,
may be more prone to conduct problems.

Neurobiological Factors: Genetic predisposition and neurobiological factors can also play a role in the
development of conduct problems.

Clinical psychology masters programs often delve into these psychosocial factors in detail, exploring
their complex interactions and implications for treatment. By understanding these factors, clinical
psychologists can develop effective interventions to address conduct problems, such as:
Family Therapy: Helping families improve communication, resolve conflicts, and establish positive
parenting practices.

Peer Mediation: Facilitating conflict resolution and social skills training for adolescents.

Community-Based Programs: Providing opportunities for at-risk youth to participate in positive

activities and develop healthy coping mechanisms.

Individual Therapy: Addressing underlying emotional and behavioral issues through cognitive-
behavioral therapy or other therapeutic approaches.

By addressing these psychosocial factors, clinical psychologists can help individuals with conduct
problems develop healthier coping strategies, improve their relationships, and reduce the likelihood
of engaging in harmful behaviors.

- Psychosocial Factors in the Rise of Conduct Problems: A Clinical Psychology

Perspective
Conduct problems, characterized by aggressive, disruptive, or antisocial behaviors, are a significant
concern in clinical psychology. Various psychosocial factors can contribute to their rise, including:

Family Factors:

 Parental Discipline: Inconsistent, harsh, or punitive parenting styles can lead to conduct
problems.

 Family Conflict: Exposure to domestic violence or parental discord can create a stressful
environment that contributes to aggressive behavior.

 Parental Substance Abuse: Children of parents with substance abuse problems are at
increased risk for conduct disorders.

Peer Factors:

 Deviant Peer Associations: Associating with peers who engage in antisocial behavior can
reinforce and normalize such behaviors.

 Peer Rejection: Social isolation or rejection can lead to feelings of anger and frustration,
which may manifest as aggressive behavior.

Community Factors:

 Exposure to Violence: Living in communities with high rates of crime and violence can
desensitize children to aggression and increase their risk of engaging in such behaviors.

 Limited Opportunities: Lack of access to education, employment, or recreational activities

can contribute to feelings of hopelessness and frustration, leading to antisocial behavior.

 Poverty: Economic hardship and poverty can create stress and strain on families, increasing
the risk of conduct problems.

Individual Factors:
  Temperament: Children with difficult temperaments, such as those who are aggressive or
impulsive, may be more prone to conduct problems.

 Neurobiological Factors: Genetic predisposition and neurobiological factors can also play a
role in the development of conduct problems.

Clinical psychology masters programs often delve into these psychosocial factors in detail, exploring
their complex interactions and implications for treatment. By understanding these factors, clinical
psychologists can develop effective interventions to address conduct problems, such as:

 Family Therapy: Helping families improve communication, resolve conflicts, and establish
positive parenting practices.

 Peer Mediation: Facilitating conflict resolution and social skills training for adolescents.

 Community-Based Programs: Providing opportunities for at-risk youth to participate in

positive activities and develop healthy coping mechanisms.

 Individual Therapy: Addressing underlying emotional and behavioral issues through

cognitive-behavioral therapy or other therapeutic approaches.

By addressing these psychosocial factors, clinical psychologists can help individuals with conduct
problems develop healthier coping strategies, improve their relationships, and reduce the likelihood
of engaging in harmful behaviors.

- Early Attachment Experiences and the Establishment of Internal Working Models

Early attachment experiences play a crucial role in shaping an individual's internal working models
(IWMs) of self and others. These IWMs are mental representations that guide our expectations,
beliefs, and behaviors in relationships.

Attachment Theory, developed by John Bowlby, posits that infants develop attachment bonds to
their primary caregivers, which serve as a secure base from which to explore the world. The quality
of these early attachments can significantly influence the development of IWMs.

Types of Attachment Styles:

 Secure attachment: Infants feel safe and confident in their caregiver's presence, exploring
the environment with ease.

 Avoidant attachment: Infants may appear independent but often have difficulty expressing
their needs and emotions.

 Resistant attachment: Infants are clingy and anxious, often exhibiting intense distress when
separated from their caregiver.

 Disorganized attachment: Infants display inconsistent and contradictory behaviors, often

reflecting a history of abuse or neglect.

Establishment of Internal Working Models:

The quality of attachment experiences contributes to the formation of internal working models,
which shape how individuals perceive themselves and others. For example:

 Securely attached individuals tend to have positive self-esteem and trust in others.
  Avoidantly attached individuals may have difficulty forming close relationships and may
view themselves as independent and self-sufficient.

 Resistantly attached individuals may have low self-esteem and may be preoccupied with
their own needs and insecurities.

 Disorganized attachment can lead to difficulties in regulating emotions and forming stable
relationships.

Implications for Later Life:

Early attachment experiences and the resulting IWMs can have long-lasting effects on individuals'
relationships, mental health, and overall well-being. For example, individuals with secure attachment
styles are more likely to have healthy relationships, while those with insecure attachment styles may
be more prone to anxiety, depression, and difficulties in forming close bonds.

Therapeutic Interventions:

Therapies such as attachment-focused therapy can help individuals with insecure attachment styles
develop more secure internal working models and improve their relationships. By addressing early
attachment experiences and fostering a secure attachment relationship with the therapist,
individuals can learn to trust others and develop healthier ways of relating.

infants develop attachment bonds to their primary caregivers, which serve as a secure base from
which to explore the world. The quality of these early attachments can significantly influence the
development of IWMs.

Types of Attachment Styles:

 Secure attachment: Infants feel safe and confident in their caregiver's presence, exploring
the environment with ease.

 Avoidant attachment: Infants may appear independent but often have difficulty expressing
their needs and emotions.

 Resistant attachment: Infants are clingy and anxious, often exhibiting intense distress when
separated from their caregiver.

 Disorganized attachment: Infants display inconsistent and contradictory behaviors, often

reflecting a history of abuse or neglect.

Establishment of Internal Working Models:

The quality of attachment experiences contributes to the formation of internal working models,
which shape how individuals perceive themselves and others. For example:

 Securely attached individuals tend to have positive self-esteem and trust in others.

 Avoidantly attached individuals may have difficulty forming close relationships and may
view themselves as independent and self-sufficient.

 Resistantly attached individuals may have low self-esteem and may be preoccupied with
their own needs and insecurities.

 Disorganized attachment can lead to difficulties in regulating emotions and forming stable
relationships.
Implications for Later Life:

Early attachment experiences and the resulting IWMs can have long-lasting effects on individuals'
relationships, mental health, and overall well-being. For example, individuals with secure attachment
styles are more likely to have healthy relationships, while those with insecure attachment styles may
be more prone to anxiety, depression, and difficulties in forming close bonds.

Therapeutic Interventions:

Therapies such as attachment-focused therapy can help individuals with insecure attachment styles
develop more secure internal working models and improve their relationships. By addressing early
attachment experiences and fostering a secure attachment relationship with the therapist,
individuals can learn to trust others and develop healthier ways of relating.

15 markers
- Theories of Developmental Psychology:
Developmental psychology delves into how humans grow and change physically, cognitively, socially,
and emotionally throughout their lives. Several prominent theories guide understanding in this field:

1. Piaget's Cognitive Development Theory:

 Jean Piaget proposed that children actively construct their understanding of the world
through distinct stages:

o Sensorimotor Stage (0-2 years): Infants learn through senses and actions (object
permanence emerges).

o Preoperational Stage (2-7 years): Children develop language and symbolic thought
(egocentrism is prevalent).

o Concrete Operational Stage (7-12 years): Logical thinking about concrete objects
and events develops (conservation of mass becomes understood).

o Formal Operational Stage (12+ years): Abstract and hypothetical thinking emerges
(adolescents can reason about possibilities beyond present experience).

2. Vygotsky's Sociocultural Theory:

 Lev Vygotsky emphasized the critical role of social interaction and culture in cognitive
development:

o Zone of Proximal Development (ZPD): The gap between what a learner can do
independently and what they can achieve with guidance. Scaffolding provided by
adults or more skilled peers facilitates learning within the ZPD.

3. Erikson's Psychosocial Theory:

 Erik Erikson focused on the social and emotional aspects of development, proposing eight
psychosocial stages, each with a central crisis:

o Trust vs. Mistrust (Birth - 1 year): Secure and nurturing relationships with caregivers
are crucial.
 o Autonomy vs. Shame and Doubt (1-3 years): Toddlers develop a sense of
independence and control.

o Initiative vs. Guilt (3-5 years): Children explore initiative and take on new challenges.

o Industry vs. Inferiority (6-11 years): Developing a sense of competence and mastery
through social interactions.

o Identity vs. Role Confusion (12-18 years): Exploring and forming a sense of self.

o Intimacy vs. Isolation (Young Adulthood): Establishing close, supportive

relationships.

o Generativity vs. Stagnation (Middle Adulthood): Contributing to society and future

generations.

o Ego Integrity vs. Despair (Late Adulthood): Reflecting on life's accomplishments and
finding meaning.

4. Bandura's Social Cognitive Theory:

 Albert Bandura highlighted the impact of observational learning and self-efficacy on

development. Children learn behaviors by observing models (parents, peers, media) and
imitating them. Self-efficacy, or belief in one's ability to succeed, influences motivation and
effort.

Key Principles:

Continuity vs. Discontinuity:

 Some theorists, like Piaget, believe development is a series of distinct stages.

 Others, like Erikson, see it as a more continuous process with gradual changes.

Nature vs. Nurture:

 This ongoing debate explores the relative influences of genetics (nature) and environmental
factors (nurture) on development.

Active vs. Passive Development:

 Piaget and Bandura see children as actively participating in their development, constructing
knowledge and learning from experiences.

 Erikson acknowledges the shaping influence of social interactions and culture.

Universal vs. Context-Specific Development:

 The question arises whether developmental processes are universal across cultures or are
shaped by specific contexts.

Stability vs. Change:

 Early experiences and characteristics may influence later life, but also can be modified
through learning and personal growth.

Applications:
These theories and principles inform various practices:

 Education: Educators can design age-appropriate activities to promote cognitive and social
development within the framework of these theories.

 Parenting: Understanding a child's developmental stage can guide parents in providing

support and setting appropriate expectations.

 Mental Health: Therapists can address developmental issues that may contribute to
emotional or behavioral challenges.

- Problems Experienced by Children with ADHD: A Clinical Psychology

Perspective
1. Academic Difficulties:

 Difficulty focusing and paying attention: ADHD can make it difficult to concentrate on tasks,
follow instructions, and stay organized.

 Time management issues: Managing time effectively can be challenging, leading to missed
deadlines and incomplete assignments.

 Academic underachievement: These difficulties can lead to lower grades and frustration
with schoolwork.

2. Social Challenges:

 Difficulties with peer relationships: ADHD can make it difficult to maintain friendships and
navigate social situations.

 Impulsivity and emotional outbursts: ADHD can lead to impulsive behavior and difficulty
controlling emotions, which can strain relationships.

3. Occupational Challenges:

 Difficulty staying organized and focused at work: ADHD can impact productivity and job
performance.

 Challenges with multitasking: Juggling multiple tasks simultaneously can be difficult for
individuals with ADHD.

 Impulsive decision-making: ADHD can lead to impulsive decisions that may have negative
consequences.

4. Emotional Challenges:

 Low self-esteem: Academic and social difficulties can lead to feelings of inadequacy and low
self-esteem.

 Anxiety and depression: ADHD is often comorbid with anxiety and depression, which can
further exacerbate challenges.

 Emotional regulation issues: Difficulty managing emotions can lead to outbursts, frustration,
and difficulty calming down.
5. Personal Challenges:

 Procrastination: ADHD can make it difficult to start and complete tasks, leading to
procrastination.

 Time management issues: Managing time effectively can be challenging, leading to missed
appointments and deadlines.

 Difficulty with transitions: ADHD can make it difficult to transition from one activity to
another.

Early Intervention for ADHD: A Crucial Step

Early intervention for Attention Deficit Hyperactivity Disorder (ADHD) is crucial for improving
outcomes and reducing the long-term impact of the disorder. By identifying and addressing ADHD
symptoms early on, children can receive the support they need to develop the skills and strategies
necessary for academic success, social adjustment, and emotional well-being.

Benefits of Early Intervention:

 Improved academic performance: Early intervention can help children with ADHD develop
the skills they need to focus, organize, and complete their schoolwork effectively.

 Enhanced social skills: Early intervention can help children learn appropriate social
behaviors, manage emotions, and build positive relationships with peers.

 Reduced behavioral problems: Early intervention can help children with ADHD develop
strategies for managing their impulsivity and hyperactivity, reducing the likelihood of
behavioral problems.

 Improved self-esteem: Early intervention can help children with ADHD develop a sense of
competence and self-worth, which can lead to improved self-esteem and overall well-being.

 Prevention of future problems: Early intervention can help prevent the development of
more severe problems, such as substance abuse or mental health disorders, that are often
associated with ADHD.

Key Components of Early Intervention:

 Diagnosis: A comprehensive evaluation by a qualified healthcare professional is essential for

accurately diagnosing ADHD.

 Education and support: Providing parents and caregivers with information about ADHD and
its management is crucial for understanding and supporting the child.

 Behavioral interventions: Strategies such as behavior therapy, parent training, and social
skills training can help children develop the skills they need to manage ADHD symptoms.

 Medication: In some cases, medication may be recommended to help manage ADHD

symptoms and improve focus and attention.

 Accommodations at school: Providing accommodations, such as extended time for tests or

preferential seating, can help children with ADHD succeed in school.
- Autism Spectrum Disorder (ASD): A Comprehensive Overview
Autism Spectrum Disorder (ASD) is a neurodevelopmental condition that affects a person's
communication, behavior, and social interaction. It is a spectrum disorder, meaning that its
symptoms can vary widely in severity and presentation.

Core Features of ASD

 Impaired Social Communication and Interaction:

o Difficulty initiating and maintaining conversations

o Challenges understanding social cues and nonverbal communication

o Limited interest in social interactions or relationships

 Restricted, Repetitive Patterns of Behavior:

o Adherence to rigid routines or rituals

o Intense, obsessive interests

o Repetitive motor movements (e.g., hand-flapping, rocking)

o Sensory sensitivities (e.g., hypersensitivity to sounds or textures)

Spectrum of ASD

ASD is a spectrum disorder, meaning that the severity and manifestation of symptoms can vary
widely among individuals. Some people with ASD may have mild symptoms, while others may
have more severe impairments. The spectrum includes conditions such as:

 Classic autism: A severe form of ASD characterized by significant impairments in

communication, social interaction, and behavior.

 Asperger's syndrome: A milder form of ASD characterized by social difficulties and repetitive
behaviors, but without significant delays in language development or cognitive abilities.

 Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS): A diagnosis used

for individuals who exhibit some, but not all, of the core features of ASD.

Causes and Risk Factors

 Genetic factors: Autism is highly heritable, with a strong genetic component.

 Environmental factors: While research is ongoing, some environmental factors may

contribute to the development of ASD, including exposure to certain toxins or prenatal
infections.

 Brain differences: Individuals with ASD often have differences in brain structure and
function.

Diagnosis and Assessment

 Early diagnosis: Early diagnosis is crucial for accessing appropriate support and
interventions.
  Comprehensive evaluation: A comprehensive evaluation by a qualified healthcare
professional is necessary to diagnose ASD. This may involve observations, interviews, and
standardized assessments.

 Diagnostic criteria: The Diagnostic and Statistical Manual of Mental Disorders (DSM-5)
outlines specific criteria for diagnosing ASD.

Treatment and Support

 Early intervention: Early intervention programs can help children with ASD develop essential
skills and improve their quality of life.

 Behavioral therapy: Applied Behavior Analysis (ABA) is a commonly used approach to

address behavioral challenges and improve communication skills.

 Speech and occupational therapy: These therapies can help individuals with ASD develop
language skills and improve daily living skills.

 Medication: In some cases, medication may be used to address co-occurring conditions, such
as anxiety or depression.

 Support services: Individuals with ASD may benefit from support services, such as
educational accommodations, social skills training, and vocational assistance.

Impact on Individuals and Families

ASD can significantly impact the lives of individuals and their families. It can present challenges in
communication, social interactions, and daily living. However, with early intervention,
appropriate support, and understanding, individuals with ASD can lead fulfilling and meaningful
lives.

Core Features of Autism Spectrum Disorder (ASD): A Comprehensive Breakdown

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition characterized by persistent

deficits in social communication and interaction, as well as restricted, repetitive patterns of
behavior, interests, or activities. Here are 30 core features that can be observed in individuals
with ASD:

Social Communication and Interaction:

1. Difficulty initiating or maintaining conversations: Struggles to start or continue

conversations with others.

2. Challenges understanding social cues: May have trouble interpreting nonverbal

communication, such as facial expressions, body language, or tone of voice.

3. Limited interest in social interactions or relationships: May prefer solitary activities or have
difficulty forming friendships.

4. Impaired theory of mind: Difficulties understanding the thoughts, feelings, and perspectives
of others.

5. Difficulty engaging in reciprocal social play: Struggles to participate in back-and-forth social

interactions or games.
6. Lack of spontaneous social gestures: May not use gestures or facial expressions to
communicate effectively.

7. Stereotyped or repetitive language: May use repetitive phrases or echolalia (repeating

words or phrases).

8. Difficulty with pragmatic language: May have trouble using language appropriately in
different social contexts.

Restricted, Repetitive Patterns of Behavior, Interests, or Activities:

9. Adherence to rigid routines or rituals: May insist on following strict routines or rituals and
become upset when they are disrupted.

10. Intense, obsessive interests: May have narrow, intense interests that are often unusual or
atypical.

11. Repetitive motor movements: May engage in repetitive motor movements, such as hand-
flapping, rocking, or spinning.

12. Sensory sensitivities: May be overly sensitive or insensitive to sensory stimuli, such as
sounds, textures, lights, or smells.

13. Resistance to change: May become upset or anxious when routines are changed or new
situations are introduced.

14. Preoccupation with parts of objects: May focus on specific parts of objects or become overly
interested in unusual details.

15. Echolalia: May repeat words or phrases that they have heard.

16. Stereotyped speech patterns: May use repetitive or idiosyncratic language.

17. Self-stimulation: May engage in repetitive self-stimulatory behaviors, such as rocking,

twirling, or flapping their hands.

18. Insistence on sameness: May resist changes in their environment or routines.

19. Difficulty with transitions: May struggle to transition from one activity to another.

20. Sensory seeking or avoidance behaviors: May actively seek or avoid sensory stimuli.

Additional Features:

21. Delayed or absent speech: Some individuals with ASD may have delayed or absent speech
development.

22. Hyperactivity or impulsivity: Some individuals may exhibit hyperactive or impulsive

behaviors.

23. Anxiety or depression: Individuals with ASD are at a higher risk for developing anxiety or
depression.

24. Giftedness or high intelligence: Some individuals with ASD may have exceptional abilities or
talents in specific areas.
25. Medical comorbidities: ASD may be associated with other medical conditions, such as
gastrointestinal disorders or sleep disturbances.

26. Challenges with executive functioning: May struggle with planning, organizing, and
problem-solving.

27. Difficulty with social perspective-taking: May have trouble understanding the thoughts and
feelings of others.

28. Sensory processing difficulties: May have difficulty processing sensory information, leading
to sensory overload or under-responsivity.

29. Challenges with motor skills: May have difficulties with fine motor skills, gross motor skills,
or coordination.

30. Differences in brain structure and function: Individuals with ASD often have differences in
brain structure and function, which may contribute to their symptoms.

- Challenges faced during adolescent period

. During this time, teens are exposed to some overwhelming external and internal struggles.
They go through, and are expected to cope with hormonal changes, puberty, social and
parental forces, work and school pressures, and so on. Many teens feel misunderstood.

Consequences of adolescent mental illness include:

  Suffering (e.g. personal distress, family distress);

 Functional impairment (e.g. inability to study, work, raise a family or be independent);

 Exposure to stigma and discrimination (e.g. isolation, missed opportunities, abuse from
others);

 Increased risk-taking behaviour (e.g. unprotected sex, excessive alcohol use);

 Premature death (e.g. violence, suicide, overdose of drugs).

- mental illness may also manifest as physical (bodily or somatic) symptoms. e.g.:
 Sleep problems or unexplained tiredness;
 Anxiety and palpitations;
 Dizziness, trembling and sweating;
 Generalized aches and pains (including of the head, chest and abdomen);
 Poor appetite or loss of weight.
The common teenage problems that teenagers face today are usually
related to:

 Self-Esteem and Body Image

 Stress
 Bullying
 Depression
 Cyber Addiction
 Drinking and Smoking
 Teen Pregnancy
 Underage Sex
 Defiant Behaviors
 Peer-Pressure and Competition