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Summary Developmental psychology (2 parts), 1 Year Psych course VU $9.18
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  3. Vrije Universiteit Amsterdam (VU)
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  5. Ontwikkelingspsychologie & Psychopathologie (P_BOWPPSY)

Summary

Summary Developmental psychology (2 parts), 1 Year Psych course VU

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  • Course
  • Ontwikkelingspsychologie & Psychopathologie (P_BOWPPSY)
  • Institution
  • Vrije Universiteit Amsterdam (VU)

Summary Developmental psychology (2 parts), 1 Year Psych course VU. Includes most lecture notes, examples and large parts of the 2 books mentioned.

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Document information

  • January 15, 2023
  • 61
  • 2017/2018
  • Summary

Subjects

  • developmental
  • psychology
  • brain
  • neuro
  • childrens
  • psychopathology
  • development

Written for

  • Vrije Universiteit Amsterdam (VU)
  • Psychologie
  • Ontwikkelingspsychologie & Psychopathologie (P_BOWPPSY)
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Developmental Psychology & Psychopathology
Summary – PART II
Final exam: Thursday 28 t h of June, 2018



INDEX

à From Behavioral Problems to Anti-Social Behavior 2
§ A clinical picture 4
§ The general development of antisocial behavior (incl. etiology) 9
à Personality Disorders 11
§ Current model – Categorical 11
§ Alternative model – Dimensional 18
à Suicide 19
à Trauma, Anxiety, Obsessive-Compulsive, and Related Disorders 22
§ Trauma-related disorders 22
§ Anxiety(-related) disorders 24
à Depression in Adults 31
§ A clinical picture: Mood Disorders 31
§ Depression as a Public Health Problem 39
à Stress and Health 41
§ Stress 41
§ Sleep 44
à Addiction in Adults 48
§ A clinical picture 48
§ A developmental perspective 57




This summary includes (almost) everything from the lectures & the books




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
From Behavioral Problems to Anti-Social Behavior (P&T Ch. 10, N-H Ch. 11)
Developmental tasks & challenges
- Prosocial behaviors – behaviors that benefit self, others & society
o In young children: cooperation with parents, sharing with peers
o In adolescents: a.o. achievements related to self-control & rules
Factors that promote prosocial behaviors
- Key components = development of conscience – “inner guiding system responsible for the gradual
emergence and maintenance of self-regulation”
o Includes moral emotions (e.g. guilt) and moral conduct (e.g. behavior compatible with rules)
o Develops over time
o Kochanska & Akson – early conscience has 2 components: fearfulness & effortful control
- Emotion, cognition, behavior
o Emotion: experiences of empathy
o Cognition: perspective-taking abilities
o Behavior: self-regulation
- Quality of parent-child relationships & parenting style
o Warm responsiveness, parental induction & less frequent physical punishment (Kerr et al.)
o Parent-child mutually responsive orientation (MRO) – parents & children become responsive
to each other, smoothing the way for successful parental socialization efforts
o Interaction parent x child factors
§ A lot of different results from studies
§ Differential susceptibility models – some children (depending on genetics) show greater
reactivity to (un)supportive environments
- Relationships in general
o 3 aspects
1. Permanence – the stability of a relationship
2. Power – control & responsibility
§ Vertical relationships, in which power levels are unequal (e.g. parent-child)
§ Horizontal relationships, in which power levels are equal (e.g. peers)
3. Gender – developing an understanding differential impact of mothers and fathers, same-sex
and opposite-sex peers is essential
o Adolescence = less hierarchical relationships + more influencing in relationship with parents
§ + levels of warmth & supportiveness change, more conflicts
o Positive peer-relationships: critical development with social and individual consequences
§ Classification: popular/neglected/rejected/controversial (explained pg. 40 of part I)
§ Availability of peers increases with age (e.g. by entrance into school)
§ Continuity: different environments present different challenges
§ Nature: quality > quantity, + pos. experiences in one relationship (e.g. friends) can buffer
negative experience in another relationship (e.g. parents)
o Gender differences
Antisocial behavior & aggression
- Antisocial behavior – behaviors that harm others or lack consideration for the well-being of others
- 4 types of antisocial behavior ------>
1. Property violations
2. Physical aggression
3. Status violations

, 3
4. Oppositional behavior
o Not everybody fits in just 1 cluster! Mostly people are
spread across several
- Aggression
o Most aggressive/violent are preschoolers
§ Children with behavioral problems who don’t
outgrow this preschool aggression are prone to
develop CD/ODD (triangles)
o Normative development: men > women
o Increasing antisocial behavior in adolescence is
normal (in figure, y-axis = prevalence of antisocial
behavior)
§ The aggression that reduces again in end-
adolescence is the AL-group (explained more
later)
§ The aggression that persists through age is the
life-course persistent group (LCP)
- Aggression – WHY?
o Instrumental aggression – aggression that is
premeditated or planned
o Reactive aggression – aggression that occurs in response to a provocation
- Aggression – WHAT?
o Direct/overt aggression – harmful physical/overt behaviors such as name-calling
§ Associated with low levels of prosocial behaviors, poor ER, externalizing problems & poor
peer relationships
o Indirect/covert aggression – externalizing behaviors such as theft, or behaviors that harm the
target by rejection or exclusion
§ Associated with higher levels of prosocial behavior and internalizing problems
A developmental perspective on bullying
- Bullying – multiple definitions, but all emphasize negative actions intended to hurt or harm, repeated
over time, involving power difference
o Also Cyberbullying
o Observed in all grade levels
o Both boys & girls are victim & also both are bully
o Overall, bullying decreases from childhood à adolescence
- Bullies are a heterogeneous group. Factors associated with them:
o Social skills (poor & good)
o Empathy deficits
o Child maltreatment/abuse
o School factors (teachers, degree of supervision, school ethos, policies)
o Usually high in power and status
- Motivations are complex: gratification/material reward/status, different for every individual
- Trajectories are variant
o Some desist, some develop CD, some go on to “adult forms” of bullying
- Victims are also a heterogeneous group. Risk factors:
o Minority status
o Low peer status
o Low SES
o Being gay/lesbian etc …

, 4
A CLINICAL PICTURE
OPPOSITIONAL DEFIANT DISORDER
- Oppositional Defiant Disorder (ODD) – a sustained pattern of anger, irritability, and defiant or
vindictive behavior
DSM-5
- ³ 4 symptoms from any cluster } only if the behavior causes distress for the child
- ³ 6 months } itself and/or its environment
- ³ 1 non-sibling }
< age 5: (almost) daily
> age 5: weekly
- 3 clusters of symptoms

ANGRY/IRRITABLE MOOD ARGUMENTATIVE/DEFIANT VINDICTIVENESS
1. Often loses temper 1. Argues with authority figures 1. Spiteful or
2. Is often touchy or easily 2. Disobedient vindictive ³ 2 x
annoyed 3. Deliberately annoys others
3. Often angry and resentful 4. Blames others

- Wakschlag, Tolan & Leventhal: 4 dimensions, and they emphasize that problematic behaviors need to
be distinguished from typical misbehavior.
1. Aggression
o Normative – common but no frequent. Increases in 2nd year, decreases across preschool
o Nonnormative – stable/increasing aggression after preschool
2. Noncompliance – the resistance to and failure to comply with directive rules & social norms
o Increases during preschool, reflecting age appropriate expressions of independence
3. Temper loss – problems in regulation of anger, including intensity, frequency and modulation
o Tantrums must be nonnormative in terms of intensity, destructiveness, and difficulty recovering
4. Disregard for others’ needs & feelings ranging from mild insensitivity to efforts to cause distress
- Prevalence = 1 – 11% (M = 3.3%)
o Usually diagnosed < 8 y.o., but can still be seen in adolescence
o There are suggestions that criteria seriously under-identify children with ODD who suffer from
significant impairment

DEVELOPMENTAL COURSE
- !! Important = continuous nature of disruptive behaviors
o Children with clinically significant disorders do not “grow out” of it
- Pathways
1. Continuity w/o improvement or deterioration
o W/o intervention, this is the most common (esp. for girls)
o Predictors of stability
§ Severity of symptoms
§ Age of onset (earlier à more persistent)
§ Gender (boys more likely to develop externalizing disorders, girls > internalizing)
§ Temperament, poor ER, low SES
§ Negative parenting
2. ODD develops into CD
o Increased risk factors are low parental SES & higher levels of parental hostility
o ODD = ‘a pivotal developmental disorder’ à linked to many internalizing and externalizing
disorders
§ Anxiety & depression = related to irritability dimension of ODD
§ CD = related to headstrong & hurtful dimensions

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