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Summary Developmental psychology (2 parts), 1 Year Psych course VU
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Summary Developmental psychology (2 parts), 1 Year Psych course VU . Includes lectures notes & large parts of books mentioned before.
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1Developmental Psychology & Psychopathology
Summary
Midterm exam: Monday 28 t h of May, 2018; Final exam: Thursday 28 t h of June, 2018
INDEX
à Introduction: Development & Psychopathology 2
§ The models 3
§ Practices & principles 4
à Attachment: from Normal to Deviant 5
§ Disorders of attachment 7
§ Maltreatment & stress-related disorders 9
à Neurobiological Development: ToM and Autism 12
§ Theory of Mind (including Keil Ch. 13) 12
§ Autism spectrum disorder (ASD) 14
à The Social Brain of Adolescents (Including Lee et al. article) 17
§ Cognitive and socio-emotional development during adolescence 18
§ Explaining individual differences 20
à Anxiety and Depression in Children and Adolescents 22
§ Anxiety Disorders, OCD, and Somatic Symptom Disorder 22
§ Mood Disorders and Suicidality 27
à ADHD in Children and Adolescents (Including Rommelse & De Zeeuw article) 33
§ Attention Deficit/Hyperactivity Disorder 33
§ Endophenotypes & Biomarkers 38
à Relationships Across the Lifespan 39
This summary includes (almost) everything from the lectures, the books & the articles
CLAIMER
This summary is made by a student!
Studying from it and relying on it for 100% is your own responsibility.
THANKS & GOOD LUCK!! J
J YOU CAN DO IT !!!! CA
, 2
Introduction: Development & Psychopathology (P&T Ch. 1, 2, 3; N-H Ch. 1)
- Psychopathology – intense, frequent and/or persistent abnormal patterns of emotion, cognition and
behavior
- Developmental psychopathology – these different patterns occur in the context of normal
development and may lead to current future problems in infants, children and adolescents
THEN: What is normal? 3 often used descriptions
1. Statistical deviance – the infrequency of certain emotions, cognitions, and/or behaviors
§ Child who displays too much or too little of any age-expected behavior might have a disorder
2. Sociocultural norms – the beliefs and expectations of certain groups about what kinds of emotions,
cognitions, and/or behaviors are undesirable or unacceptable
§ There is disparity among various sociocultural groups & norms! (e.g. shyness)
3. Mental health definitions – theoretical or clinically based notions of distress and dysfunction
§ Child’s well-being is key consideration
§ Quality of life
§ How well can someone adapt? – value judgments
o Adequate adaptation – what is considered okay, acceptable or good enough
o Optimal adaptation – what is excellent, superior, or “the best of what is possible”
o Examples: page 3-4 of Parritz & Troy
• The 4 D’s for mental health: Dysfunction, Distress, Deviance, Danger
• Cultural relativism – the view that there are no universal standards for labeling behavior abnormal
Rates of Disorders in Infancy, Childhood and Adolescence
- Estimating rates of disorder includes;
1. Identifying children with clinically significant distress and dysfunction (treatment & no treatment)
2. Calculating levels of general (e.g. anxiety) and specific psychopathologies (e.g. separation anxiety
disorder, phobia) and the impairments associated with various disorders
3. Tracking changing trends in the identification and diagnosing of specific categories of disorder
- Developmental epidemiology – the field that focuses on tracking frequencies and patterns of
distributions of disorders in infants/children/adolescents
- Measures of frequency
§ Prevalence – the proportion of a population with a/the disorder
§ Incidence – the rate at which new cases arise
§ Many children struggle with clinically significant disorders! (NL: 18%)
Barriers of mental health care
§ Structural – long waiting lists, high personal costs
§ Perceptions of psychological problems – e.g. denial, beliefs that difficulties resolve over time
§ Perceptions of mental health and child welfare – e.g. lack of trust in the system
- Role of adults: informant, co-therapist, co-client
Globalization of Children’s Mental Health
- Stigmatization – when children are diagnosed with a disorder, parents feel embarrassment, anxiety
and/or guilt, children feel secrecy and rejection
- very important to reduce the taboo/stigmatization on mental health
- recognition of mental health problems has led to initiatives in prevention and intervention
Historical perspectives – 3 types of theories
- Biological theories – abnormal behavior is similar to physical diseases
- Supernatural theories – abnormal behavior is a result of divine intervention/curses/possession etc.
- Psychological theories – abnormal behavior is result of traumas (e.g. bereavement) or chronic stress
, 3
THE MODELS
- Continuous models of psychopathology – emphasize the ways in which normal feelings, thoughts, and
behaviors gradually become more serious problems, which may then intensify and become clinically
diagnosable disorders
- Discontinuous models of psychopathology – emphasize discrete and qualitative differences in
individual patterns of emotion, cognition and behavior
PHYSIOLOGICAL MODELS
- Emphasis on the physiological (structural/biological/chemical) base of all psychological processes and
events
• Neural plasticity – development & modification of neural circuits à “both positive and negative
experiences can influence the wiring diagram of the brain”
- Example – diathesis-stress model – focuses on combination of genes x environment
• Diathesis – physiological vulnerabilities/predispositions (e.g. genes/biochemical disturbances)
• Stress – physiological or from the environment
PSYCHODYNAMIC MODELS
- Emphasis mainly on subconscious
- Subconscious cognitive, affective and motivation processes can influence
development of personality problems and childhood psychological
challenges during aging
- Freud’s psychoanalysis is one of the main theories ----------------->
BEHAVIORAL & COGNITIVE MODELS
- Normal & deviant behavior are learned
• Classical/operant conditioning, observational learning
- Now we have more theoretically “pure” cognitive models: they focus on components and processes of
the mind & mental development (e.g. Piaget’s landmark studies on the stages of development)
- Neoconstructivist approach – emphasizes evolutionary contexts, experience-expectant learning, and
qualitative and quantitative change across development
HUMANISTIC MODELS
- Emphasizes personal meaningful experiences, innate motivations for healthy growth and the child’s
purposeful creation of a self
- Positive psychology
FAMILY MODELS
- Understanding personality & psychopathology of the child based on
family dynamics
- Shared environment – aspects of family life and function that are
shared by all children in the family
- Non-shared environment – the aspects of family life and function that
are specific and distinct for each child
SOCIOCULTURAL MODELS
- Emphasizes social context (e.g. gender, ethnicity, SES)
- Culture is a core element that affects development
- Children make sense of their lives in specific behavior settings.
These are components of the ecological models, and include
homes, classrooms, and neighborhood playgrounds
- Birth cohort – individuals born in a particular historical period share
key experiences and events
- Bronfenbrenner model – children’s development is embedded in
multiple settings, environments, and systems (example ecological
model)
, 4
PRACTICES & PRINCIPLES
Developmental paths
- Adjustment & maladjustment are points or places along a lifelong map! Examples: (pg. 31 Parritz&Troy)
Path 1 – Stable Adaption
Few behavior problems: good self-worth, low risk exposure
Path 2 – Stable Maladaptation
Chronic adversities: little protection. E.g. aggressive, antisocial
behavior maintained
Path 3 – Reversal of Maladaptation
Important life change creates new opportunity. E.g. career
affords opportunity
Path 4 – Decline Adaptation
Environmental or biological shifts bring adversity. E.g. divorce
Path 5 – Temporal Maladaptation
Can reflect transient experiment risk taking. E.g. use of illegal drugs
2 types of development course
Multifinality Equifinality
same initial conditions lead Various initial conditions lead
until various outcomes to corresponding outcomes
Important mechanisms hypothesized to underlie are continuity and discontinuity (discussed before)
- Genes, environments, and development itself all contribute to (mal)adaptive pathways!
- Coherence – our belief that beginnings may be logically linked to outcomes. This also is an important
component of our understanding of both direct & indirect pathways
Competence vs Incompetence
- Competence – effective functioning in important environments
- All children display various domains of competence
• These domains involve particular skills & achievements, combined with domains of incompetence,
which involve lack of skill or achievement
• Garmezy, Masten & Tellegen and Masten et al. – 3 domains in school aged children (academic
achievement, behavioral competence, social competence), 2 additional in adolescence (romantic
competence and job competence). There is some overlap between the domains
• In adults/adolescents there is less overlap in these domains than in children
Risk & resilience
- Risk – increased vulnerability to disorder
• Risk factors - individual, family & social characteristics associated with this increased vulnerability
- Resilience – adaptation (or competence) despite adversity
• Protective factors – individual, family & social characteristics associated with positive adaptation
RISK FACTORS
- Non-specific risk – increased vulnerability to any, or many, kinds of disorders
- Specific risk – increased vulnerability to one particular disorder
- Types of risk factors
• Individual – e.g. being a boy/girl makes one more or less vulnerable to certain psychopathologies
• Family – e.g. harsh parenting style
• Social factors – e.g. cultural characteristics
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