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Samenvatting Parritz&Troy
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Samenvatting van het boek 'Disorders of Childhood', chapter summaries + key terms
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Samenvatting Developmental Pyschopathology - Hoorcolleges, Boek en Artikelen
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Gehele samenvatting Ontwikkelingspsychologie en Psychopathologie (P_BOWPPSY) - Psychologie periode 6 (thema 5-8)
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Test Bank for Disorders of Childhood: Development and Psychopathology, 3rd Edition by Parritz, 9781337098113, Covering Chapters 1-14 | Includes Rationales
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Samenvatting ‘Disorders of Childhood:Development and Psychopathology’ (Parritz &
Troy)
Chapter 1: Introduction
- Developmental psychopathology refers to intense, frequent, and/or persistent maladaptive
patterns of emotion, cognition, and behavior considered within the context of typical
development and resulting in the current and potential impairments of infants, children, and
adolescents.
- Prevalence refers to all current cases of a set of disorders, whereas incidence refers to new
cases in a given time period. Although specific study results vary, many estimates suggest
that significant numbers of children and adolescents struggle with disorders that are
associated with serious impairment.
- There are a number of critical issues currently facing the field of developmental
psychopathology. For example, too few children who need mental health care have access to
that care. Another important issue is the ongoing challenge of overcoming the stigmatization
of individuals and families dealing with psychopathology.
Begrippen:
- Developmental psychopathology = Intense, frequent, and persistent maladaptive patterns of
emotion, cognition, and behavior considered within the context of normal development,
resulting in the current and potential impairment of infants, children, and adolescents.
- Statistical deviance = Compared to the distribution in a particular sample, statistical deviance
refers to the relative infrequency of certain emotions, cognitions, and/or behaviors.
- Sociocultural norms = The beliefs and expectations of certain groups about what kinds of
emotions, cognitions, and/or behaviors are undesirable or unacceptable.
- Developmental epidemiology = Frequencies and patterns of distributions of disorders in
infants, children, and adolescents.
- Prevalence = All current cases of a type (or types) of disorder.
- Incidence = New cases of a type (or types) of disorder in a given time period.
- Barriers to care = Factors that impede access to mental health services, including structural
barriers such as lack of provider availability, inconveniently located services, transportation
difficulties, inability to pay, inadequate insurance coverage, or both; individual barriers such
as denial of problems or lack of trust in the system; and sociocultural barriers such as the
stigma of psychopathology or mental illness.
- Stigmatization = Negative attitudes (such as blaming or overconcern with dangerousness),
emotions (such as shame, fear, or pity), and behaviors (such as ridicule or isolation) related
to psychopathology and mental illness.
Chapter 2: Models of Child Development
- Theoretical models of development, psychopathology, and treatment help organize clinical
observations, direct research efforts, and design treatment programs.
- Dimensional models of psychopathology emphasize the gradual transition from the typical
range of feelings, thoughts, and behaviors to clinically significant problems.
- Categorical models of psychopathology emphasize differences between distinct patterns of
emotion, cognition, and behavior that are within the typical range and those that define
clinical disorders.
1
, - Physiological models emphasize the roles of genetics, biological factors (such as brain
structure and function), and chemical processes. Increasingly complex models that highlight
the combined effects of genes and environments are the focus of much contemporary
research, including studies of behavior genetics and epigenetics.
- Psychological models, such as the psychodynamic, cognitive-behavioral, humanistic, and
family models, emphasize intrapersonal and interpersonal factors in the development,
course, and treatment of psychopathology.
- Sociocultural models emphasize the importance of the social context, including gender, race,
ethnicity, and socioeconomic status, in the development, course, and treatment of
psychopathology.
Begrippen:
- Dimensional models of psychopathology = Models that emphasize the ways in which typical
feelings, thoughts, and behaviors gradually become more serious problems, which then may
intensify and become clinically diagnosable disorders.
- Categorical models of psychopathology = Models that emphasize discrete and qualitative
differences in individual patterns of emotion, cognition, and behavior.
- Physiological models = Models of psychopathology that emphasize biological processes, such
as genes and neurological systems, as being at the core of human experience; physiological
models explain the development of psychopathology, its course, and its treatment in terms
of biological factors.
- Connectome = The diagram of the brain’s neural connections.
- Neural plasticity = The ability of the brain to flexibly respond to physiological and
environmental challenges and insults.
- Genotype = The genetic make-up of a cell, an organism, or an individual.
- Phenotype = The observable characteristics of an individual.
- Behavior genetics = The study of the joint effects of genes and environments.
- Molecular genetics = Studies of the effects of specific genes at the DNA level.
- Heritability = The proportion of phenotypic differences among individuals that can be
attributed to genetic differences in a particular population.
- Gene-by-environment effects = Correlations between genes and environments that involve
differential exposure to environments or experiences. There are three types of gene-by-
environment effects: passive correlations, active correlations, and evocative correlations.
- Gene-by-environment interactions = Correlations between genes and environments that
involve differential exposure to environments or experiences. There are three types of gene-
by-environment effects: passive correlations, active correlations, and evocative correlations.
- Epigenetics = The effect of experience and environment on the regulation of gene
expression. The resultant changes in gene expression can be transmitted across generations.
- Risk alleles = Genetic variants that impair general processes (e.g., cognitive or emotion
functions) across many disorders.
- Polygenic models = An etiological model of disorders based on the cumulative and additive
effect of multiple genes.
- Diathesis-stress model = A model that emphasizes the combination of underlying
predispositions (risk factors related to, for example, structural abnormalities or early
occurring trauma) and additional factors (such as further physiological or environmental
events) that lead to the development of psychopathology.
2
, - Psychodynamic models = Psychological models that emphasize unconscious cognitive,
affective, and motivational processes; mental representations of self, others, and
relationships; the subjectivity of experience; and a developmental perspective on individual
adjustment and maladjustment.
- Behavioral models = Psychological models that emphasize the individual’s observable
behavior within a specific environment.
- Classical conditioning = A form of associative learning in which certain stimuli become paired
with other stimuli resulting in the reliable elicitation of a response.
- Operant conditioning = A form of learning in which consequences (negative or positive) lead
to changes (decreases or increases) in behavior.
- Observational learning = A form of learning that occurs by watching, remembering, and/or
imitating others.
- Reinforcement = The idea that positive and negative consequences lead to changes in
behavior; a critical component of all learning processes.
- Cognitive models = A psychological model that focuses on the components and processes of
the mind and mental development.
- Neo constructivist approach = An emphasis on evolutionary contexts, experience–expectant
learning, and both qualitative and quantitative change across development.
- Humanistic models = Psychological models that emphasize personally meaningful
experiences, innate motivations for healthy growth, and the child’s purposeful creation of a
self.
- Positive psychology = A field of psychology focusing on positive subjective experience,
positive individual traits, and positive institutions that seeks to promote individual, family,
social, and community well-being.
- Family models = A model that emphasizes that the best way to understand the personality
and psychopathology of a particular child is to understand the dynamics of a particular
family.
- Shared environment = The aspects of family life and function that are shared by all children
in the family.
- Nonshared environment = The aspects of family life and function that are specific and
distinct for each child.
- Sociocultural models = Models that emphasize the importance of the social context,
including gender, race, ethnicity, and socioeconomic status, in the development, course, and
treatment of psychopathology.
- Ecological models = A model that emphasizes the immediate environments, or “behavior
settings,” in which children grow and make sense of their lives, including their homes,
classrooms, neighborhoods, and communities.
- Birth cohort = Individuals born in a particular historical period who share key experiences and
events.
Chapter 3: Principles and Practices of Developmental Psychopathology
- Developmental psychopathology focuses on the developmental context within which
maladaptive patterns of emotion, cognition, and behavior occur.
- The study of developmental pathways highlights patterns of adjustment and maladjustment
over time.
- Equifinality refers to developmental pathways in which differing circumstances lead to the
same diagnosis, whereas multifinality refers to developmental pathways in which similar
beginnings lead to different outcomes.
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