As a way of studying for the developmental psychology & psychopathology course, I made this ‘One disorder per page’ document. It’s based on my own summary and I recommend buying that one too for more context and explanation (because this is very concise). But if you’re like me and you’d l...
developmental developmental psychology psychology psychopathology english vu vu amsterdam developmental psychology psychology development psychopathology concise overview
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Vrije Universiteit Amsterdam (VU)
Psychologie
Ontwikkelingspsychologie & Psychopathologie
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Disorder: Disorders of early childhood ( feeding ,
sleep & attachments )
Course goal 2
Can identify the core characteristics of DSM-V disorders during the life course, such as symptoms, prevalence & sex differences.
Eating & sleep can start of small but caregivers can exacerbate
= the situation
Prevalence: RAD rare almost always diagnosed in kids with very adverse leg maltreatment)
=
,
experiences .
DSED =
Using among kids with disorganized attachments
Sex differences:
None noted .
Other: Types of attachments are 1) secure 2) resistant (anxious I ambivalent ) 3) avoidant (anxious ) avoidant )
4) disorganized
Course goal 3
You can explain the most important theories about the etiology of DSM-V disorders and what role heterogeneity plays in this
-
Feeding disorders = developmental delays , genetics ,
abnormalities in oral anatomy , hunger signal
differences , high reactive temperament ,
trauma
-
Sleep disorders = bad self -
regulation ,
bad self -
soothing abilities , temperament ,
medical reasons ,
changes of caregivers , neglectful ) abusive 1 unresponsive caregivers
Course goal 5
You can describe the basic principles of the diagnosis, treatment and course of DSM-V disorders.
Diagnosis:
-
Feeding disorders = data gathering physiological tests
,
Sleep data gathering sleep diaries info on daily functioning family into related difficulties
'
disorders =
, , , ,
-
RAD = Clinical interpretations of the child -
caregiver interaction
-
DSED =
observation of the child in social settings
Treatment:
Feeding disorders focus interplay of factors behavioral interventions
psychodynamic
'
= on , ,
approach
-
Sleep disorders =
parent -
education program ,
learning theory , parenting techniques
-
RAD establishing safe & stable with &
caregiving
=
a environment a warm consistent caregiver
-
DIED = Same as for RAD t additional
therapy
, Disorder: Autism Spectrum disorder
Course goal 2
Can identify the core characteristics of DSM-V disorders during the life course, such as symptoms, prevalence & sex differences.
Core characteristics:
1 .
deficits in social communication & interaction
14 →
communication improves most .
Social
slightly & repetitive behaviors
persist daily or when stressed (except high functioning groups )
-
Aqui sitios of
language t no intellectual
disability = more improvement
301
displays regression following puberty often
persisting difficulty I e. g part-time
'
.
, .
Prevalence: employment
1- 1.5 t have increased due to
Sex differences:
.
→ :
widening criteria ,
awareness ,
better identification , possible
true increase
( possible female
Got .
is male
camouflaging )
females have higher rates of intellectual disability
Other:
There social the aloof the d the active odd
are 3
subtypes →
, passive
Course goal 3
You can explain the most important theories about the etiology of DSM-V disorders and what role heterogeneity plays in this
Early hypothesis
'
now
Phenotypic heterogeneity
'
=
cool ,
distant refrigerator moms → :
genetic &
Gene by naturally solitary children have diff experiences
environment
shaping them
-
- - = more .
Growth dysregulation hypothesis frontal / tempera
early overgrowth & white matter
-
brain in in
gray
=
in childhood & rapid deterioration from adolescence onward
regions
Over pruning
hypothesis overly aggressive synoptic pruning in sensory and/or motor regions
'
=
-
'
Mirror neuron theory dysfunction in the mirror neuron system f- to understand others )
=
Johnson theory it's an
atypical brain adopting to the info that comes trough ( redundancy )
.
=
-
Central coherence hypothesis =
they process info in a
fragmented fashion (can 't see the whole)
theory (E theory ) they have below (empathy) above
average systemizing
of mind S
theory
-
of mind I
average
-
=
Social Consequences for
'
theory language development
-
motivation emotional deficits lead to
early socio
neg social
-
-
-
.
- Pre & postnatal factors = toxin exposure ,
weight respiratory distress during delivery
infection ,
low birth
,
Two hit
neurodevelopmental disruptions leading to vulnerable neural circuits t childhood
-
-
model -
-
1st hit -
-
genetic d
outcomes → 2nd hit adolescent pubertal hormones t related social
challenges =
poor adult role
-
-
Course goal 5
You can describe the basic principles of the diagnosis, treatment and course of DSM-V disorders.
Diagnosis: A- DOS & ADI R to assess for the core symptoms
-
test intelligence for tics disorders
+ rule out
language disorders ADHD
+
assess ,
mood
, , ,
-
psychological : emphasize social & behavioral techniques
↳ Lovaas approach = intensive behavioral approach with des Crete trail format =
giving the child
behavior I rewarding response limitation building
a
single to continue more
Schools improve classroom language thermae behaviors this
-
: inclusion , supportive services up x way
'
long - term : residential options ,
vocational
training
↳ social skills
training
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