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Summary Abnormal Child and Adolescent Psychology - Wicks-Nelson & Israel
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Samenvatting/summary van Abnormal Child and Adolescent Psychology van Wicks-Nelson & Israel
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Samenvatting Abnormal Child and Adolescent PsychologyChapter 1 Introduction
Abnormality/psychopathology interferes with adaption or individuals fitting the circumstances of their lives.
Psychopathology hinders or prevents the young person from negotiating developmental tasks (acquiring
language skills, emotional control, satisfactory social relationships). Disorder may be viewed as residing within
the individual, it can be regarded as the individual’s reactions to circumstances, with the interface of the person
with other people or environmental conditions.
Behavior is inextricably linked with the larger world in which it is embedded.
Behaviors are judged as abnormal on the basis of their being atypical, harmful, and inappropriate.
Standards for behavior depend on:
Developmental norms: the typical rates of growth, sequences of growth, and forms of physical skills, language,
cognition, emotion and social behavior developmental delay, regression or deterioration, extremely high or
low frequency/intensity of behavior, abrupt changes etc. = quantitative differences from developmental norms.
Behavior that appears qualitatively different from the norm is behavior that is not seen in normal growth (e.g.
lack of normal eye contact).
Cultural norms: have broad influence on expectations, judgments and beliefs about the behavior of youth.
Cultures shape normal and abnormal development and conceptualize, explain and treat psychopathology. Rates
of disorders vary and may be expressed in subtly different ways across cultures. Ethnicity = common customs,
values, language, or traits associated with national origin or geographical area. Race = a distinction based on
physical characteristics. Even when parenting behavior are similar, the effects on offspring may be dissimilar
due to different values groups hold.
Gender norms: affect emotions, behaviors, opportunities and choices. Gender stereotypes play a role in
judgments about normality.
Situational norms: what is expected in specific settings or social situations.
Role of others: adult attitudes, sensitivities, and tolerance, play a role in identifying disturbances in young
people, and what is considered as abnormal may change over time (e.g. new knowledge).
How common are psychological problems?
Frequency depends on how a disorder is defined and the criteria set for identification. Rates of disorders can
vary with the measures used and whether parents, teachers, or youth themselves are the source of
information. Secular trends: medical advances have increased the survival of infants born prematurely or with
physical problems = increased risk of disorders. Lots of youth with diagnosable disorders do not receive
adequate treatment, mental health services are insufficient, less available in the most needy communities and
lack effective coordination.
How are developmental level and disorder related?
Chronological age is correlated with developmental level that, in turn, makes some disorders more likely than
others. The time at which a disorder is said to occur may depend on extraneous circumstances. Very early
occurrence suggests genetic or prenatal etiology, whereas later onset directs attention to additional
developmental influences. Cases that occur especially early are likely to be more severe = knowing the typical
age of onset serves as a guide for severity/outcome.
How are gender and disorder related?
Gender differences have been found across time, some of the gender differences are related to age. Males are
more vulnerable to neurodevelopmental disorders that occur early in life, whereas females are more vulnerable
to emotional problems and eating disorders that are more seen at adolescence. Problems may be expressed
differently according to gender (agressie <> roddelen). Reported gender differences may result from
methodological practices (e.g. bias to one gender). Biological and psychosocial influences might reasonably
underlie gender-specific psychopathology: sex chromosomes/hormones, brain structure and function, different
sex-role expectations for how they should express emotions, control behavior etc.
Historical influences
17th century: children were viewed as having physical, psychological, and educational needs that required
nourishment, nurturance and instruction.
Early 18th century: children were seen as either stained with original sin, as innately innocent and needy of
protection, or as blank slates upon which experience would write.
Late 19th century: adolescence was conceived as a distinct period of transition between childhood and adulthood
that entailed specific change, challenge and opportunity.
In de 19th century 2 explanations of adult mental illness had long been recognized: demonology and
somatogenesis. Demonology: the belief that behavior results from a person’s being possessed or otherwise
influenced by evil spirits or demons. Somatogenesis: the belief that mental disorder can be attributed to
bodily malfunction or imbalance (today’s dominant view). Efforts to identify and classify mental illness
progressed by the late 19th century classification system by Kraepelin. Syndromes: symptoms that tend to
group together.
Early 20th century: the rise of psychoanalytic theory of Sigmund Freud (first attempt to understand mental
disorders in psychological terms). It was critical to psychogenesis (belief that mental problems are caused by
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