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Summary

Summary Chapter 1 of Abnormal Child Psychology (7th ed.)

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This document summarises the syllabus of SLK310 from 2018. It uses the textbook "Abnormal Child Psychology" (Seventh [7th] edition) by Eric J. Mash and David A. Wolfe. This chapter covers the Introduction to Normal and Abnormal Behaviour in Children and Adolescents. ISBN: 978-1-337-62426-8

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  • September 19, 2019
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By: JadeFranck • 4 year ago

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Chapter 1
Introduction to Normal and
Abnormal Behaviour in Children and
Adolescents
 Children’s MH problems differ widely from those of adults
 Parents often ask questions about their child’s behaviour & its probable cause and outcome. These
questions also exemplify issues like:
o Defining what constitutes normal and abnormal behaviour
o Identifying causes and correlates
o Making predictions about long-term outcomes
o Developing and evaluating methods for treatment and/or prevention
 The way in which problems are described, and what harm such problems may lead to is the first
step towards understanding the nature
 NB features that distinguish most child disorders:
o When adults seek services for children, it often is not clear whose problem it is
 Children enter MH system as a result of concerns raised by adults – children
often have little choice in the matter
o Many child problems involve failure to show expected developmental progress
 The problem may be transitory, or may be an initial indication of problems ahead
o Many problem behaviours shown by children are not entirely abnormal
 Most children commonly exhibit certain problem behaviours
o Interventions for children are often intended to promote further development, rather than merely to
restore a previous level of functioning
 Concern for children’s needs, rights, and care requires a prominent and consistent social
sensitivity and awareness



Historical Views and Breakthroughs
 NB to recognise children as valuable to help them develop normal competencies
 Valuing children as persons in their own right has not been a priority of previous societies
o Prior to the 18th C, children’s MH problems were seldom mentioned
o Some of the earliest historical interest surfaced near the end of the 18th C
 The Church used its strong infl. to attribute children’s disturbing behaviours to
their inherently uncivilised nature

,  During this period, nonreligious explanations for disordered behaviour in
children were rarely given serious consideration because possession by the devil
was the only explanation needed
o During the 17th and 18th century many children were treated harshly – cruel acts went
unnoticed or were considered an adult’s right in the disciplining of a child


The Emergence of Social Conscience
 The situation gradually improved throughout the 19th C and progressed significantly during the
latter part of the 20th C
 In Western society, an inkling for the prerequisites for a social conscience first occurred during the
17th C, when both a philosophy of humane care and institutions of social protection began to root
o John Locke influenced present-day attitudes and practices of childbirth and child-rearing
 He believed in individual rights, and said that children should be raised with
thought and care rather than indifference
 At the turn of the 19th C, an original effort to work with a special child was undertaken and
documented by Jean Marc Itard
o This undertaking launched a new era of a helping orientation toward special children,
which initially focused on the care, treatment, and training of the people then termed
Mental Defectives
 Concern for children with disturbances began to rise in conjunction with 2 NB influences:
o (i) With advances in general medicine, physiology, and neurology, the moral insanity
view of psych disorders was replaced by the organic disease model, which emphasised
more humane forms of treatment
o (ii) The growing influence of philosophies of Locke and others led to the view that
children needed moral guidance and support
 With these changing views came an increased concern for moral education,
compulsory education, and improved health practices


Early Biological Attributions
 Early attempts at bio explanations for deviant behaviour were highly biased in favour of the cause
being the person’s fault
 In contrast to public ignorance and avoidance, the mental hygiene movement provides a
benchmark of changing attitudes toward mental disorders
 Detection and intervention methods began to flourish. Unfortunately, because this paradigm was
based on a bio disease model, intervention was limited to persons with the most visible and
prominent disorders
 All one could do was to prevent the most extreme manifestations by strict punishment and to
protect those not affected
 This early educational and humane model soon reverted to a custodial model


Early Psychological Attributions
 To conceptualise and understand child psych, bio influences must be balanced with NB
developmental and cultural factors
 The recognition of psych infl. emerged early in the 20th C, when attention was drawn to the
importance of major psych disorders and to formulating a classification of illnesses
o Such recognition allowed researchers to organise ways of differentiating among various
psych problems, resulting in some semblance of understanding

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