Term
| Developmental Psychopathology Theoretical Orientation |
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Definition
| Supposed to be atheoretical to development, not cutting it off at a certain point or anything. Taking aspects that cut across all theories and using them. but almost all articles are slanted from a behavioral or CBT approach. |
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Term
| Key considerations in studying developmental psychopathology |
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Definition
Diversity (an issue b/c most of our samples are college students)
Context - enviornmental, stimulation, opportunities, how the individual influences their environment
Timing of Intervention - think about where the individual is oging and where' they've been which leads to....
Developmental trajectories - don't think about the person as a snapshot but on a course |
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Term
| Developmental Trajectories |
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Definition
| thinking about what leads one onto, out of, and possibly back on their path of development normal and psychopathology |
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Term
| Historical Views of Childhood |
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Definition
Medieval Era & Before - childhood (to age 7 or 8) regarded as separate phase with special needs
16th Century - Puritan "child depravity" views
17th century - John Locke's tabula rasa or black slate view
18th cent - Jean Jacques Rousseau's "noble savages" view |
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Term
| But we have learned a lot since the 18th century.... |
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Definition
1800’s
–classroom overstimulation caused insanity
1900’s
–inadequate parenting caused autism, schizophrenia, etc.
–food additives cause ADHD
2000’s
–Recovered memories
–Rebirthing
–―master-servant treatment‖
–ADHD caused by tonsils
Basically, we got some crazy theories about development out there |
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Term
| So what do we do about all the crazy theories of psychopathology? |
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Definition
| Think about what is influencing psychopathology - especially "the point in an ongiong developmental process at which the child is observed and the perspective of the observer |
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Term
| Child psychopathology is" |
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Definition
developmental and psychological disturbances in children as the result of complex interactions over the course of development between the biology of brain maturation and the multidimensional nature of experience
Basically, nature/nurture |
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Term
Theories of psychopathology and development
Cognitive/Developmental |
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Definition
o Piaget - stage-oriented, invariant system of stages to go though. Constructivist approach (operations, conseration, stages are invariant and universal)
Stage/Age: Sensorimotor (birth-2yrs), Preoperational (2-7), Concrete Op (7-11), Formal Op (11+)
Class-inclusion tasks – test for presence of an operation, often similar to brain teasers
o Vygotsky – development is socio-cultural built on language, scaffolding, zone of proximal development |
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Term
Theories of psychopathology and development
Behaviorism/Social Learning |
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Definition
| o Classical conditioning (Stimulus-Response), Operant Conditioning (Reinf, Punishment), Observational/Social Learning (Model) |
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Term
Theories of psychopathology and development
Information Processing |
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Definition
| o trial and error, computer-based models. In which case, what does development look like? Black box theories, or maybe video game developments |
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Term
Theories of psychopathology and development
Biological |
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Definition
| human development at a genetic/physical/biological level |
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Term
Theories of psychopathology and development
Ecological Systems |
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Definition
o Ever expanding systems affect development – microsystem, mesosystem, exo, macrosystem
o Not just the child radiating out, but everything else radiating back in |
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Term
Theories of psychopathology and development
Cognitive-Behavioral |
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Definition
| o Should address cognitive distortions or deficiencies in addition to behavioral aspects – not just behavioral. Will often pull from all of the above fields. Best case scenario it’s a bio-psycho-social approach |
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Term
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Definition
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Term
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Definition
Basic patterns of emotional behavior (freeze, escape, approach, attack) that differ in fundamental ways
Emotional bx is a means of communication |
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Term
| Cognitive Aspects of Emotion |
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Definition
| Appraisals, attributions, and other ways of processing the world around you that are fundamental to emotional experience |
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Term
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Definition
Emotion is a brain function involving (generally) the more primitive brain areas.
Direct connection between these areas and the eyes may allow emotional processing to bypass the influence of higher cognitive processes |
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Term
| Temper your evaluation of ABCs of Emotion with |
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Definition
FID
Frequency, intensity, duration
Also consider age, what may be developmentlally appropriate at one age might not be at another age |
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Term
| Continuous or discontinuous development |
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Definition
Not really sure how we develop, gradual transitions but also "Stages" from infancy to adulthood.
Very difficult to map development of psychopathology because it is impossible to consider all of the factors and no theory incorporates everything. We tend to oversimplify as a result |
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Term
Common dimensions of child psychopathology
(What are we looking for?) |
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Definition
Withdrawn
Somatic complaints
Anxious/Depressed
Social problems
Though problems
Attention problems
Delinquent behavior
Aggressive behavior
(Take from Achenbach's CBCL) |
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Term
| Stats about childhood problems |
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Definition
Overall lifetime prevalence rates for childhood problems between 14-22%
1 in 5 children experiences some kind of difficulty.
1 in 10 have an impairing diagnosable disorder.
Only about 20% of children who need help receive it.
- Overrepresentation of problems in the very poor |
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Term
| What disorders are more common for boys and for girls? |
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Definition
Boys - ADHD, autism, disruptive behavior disorders, learning/communication disorders
Girls: more anxiety disorders, depressive disorders, and eating disorders
Remember: o Sure we have rates but each child is an individual with their own unique backgrounds, contexts, family, risks, resilience, etc. |
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Term
| Equifinality and Multifinality |
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Definition
Equifinality - different paths lead to the same outcome
Multifinality - the same starting point can lead to different outcomes |
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Term
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Definition
| probabilistic, not deterministic. Accounts for about 50% of variability generally. |
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Term
| Questions to keep in mind |
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Definition
1) Is psychopathology in the child, environment or both?
2) Is child psychopathology a qualitative/categorical, dimensional, or rate of development problem, or some combo?
3) Is it static or dynamic? i.e. something to consider now or across a developmental trajectory |
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