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Summary of the complete course: Developmental Psychology & Psychopathology - [ENG] - Y1P5&P6 - B Psychology - VU University Amsterdam €2,99
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  3. Vrije Universiteit Amsterdam (VU)
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  5. Developmental Psychology & Psychopathology (P_BOWPPSY)

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Summary of the complete course: Developmental Psychology & Psychopathology - [ENG] - Y1P5&P6 - B Psychology - VU University Amsterdam

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  • Chapters that were part of the final exam materials as of the academic year: 2019-2020
  • 30 maart 2021
  • 60
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Voorbeeld van de inhoud

Chapter 1 – Introduction:

Descriptions of normality and psychopathology focus on:
1. Statistical deviance: infrequency of certain emotions, cognitions, behaviors – too
much/too little
2. Sociocultural norms: beliefs and expectations of certain groups about what kinds
of emotions, cognitions, behaviors are undesirable or unacceptable
3. Mental health perspectives: theoretically or clinically based notions of distress
and disfunction – DSM-5

Adequate adaptation: considered okay, acceptable, good enough
Optimal adaptation: excellent, superior or the best of what is possible

Mentally healthy children and adolescents experience a positive quality of life,
function well at home, school, and in society, and have no symptoms of
psychopathology interfering with their development
Divergent: four Ds
 Disfunction
 Distress
 Defiance
 Danger

Prevalence: proportion of population with a disorder
Incidence: rate at which new cases arise

Barriers to mental health care:
 Structural: long waiting lists, high personal costs
 Perceptions of psychological problems: belief that they will go away on their
own
 Perceptions of mental health and child welfare: lack of confidence in the
system

Stigma of mental illness
 Parents: embarrassment, anxiety, guilt
 Children: secrecy and rejection


Chapter 2 – Models of Child Development, Psychopathology, and Treatment:

Dimensional/continuous models: emphasize the ways in which typical feelings,
thoughts, and behaviors gradually become more serious problems, which then may
intensify and become clinically diagnosable disorders
Categorical models: bounded and qualitative differences between normal and
abnormal development

Basic models – not mutually exclusive:
1. Physiological models: propose a physiological basis for all psychological
processes and events – structural, biological, chemical
 Diathesis-stress model



1

,  Connectome: diagram of the brain’s neural connections – experience-
dependent plasticity
2. Psychodynamic models – emphasis on:
 Subconscious cognitive, affective, and motivational processes
 Mental representations of themselves, others, and relationships
 Development of personality problems and childhood psychological challenges
during aging
3. Behavioral and cognitive models – emphasis on:
 Normal and deviant behavior are learned through classical, operant
conditioning and reinforcement
 Individual observable behavior in a specific environment
 Cognitive deficits or defects in learning processes of the child
 Components and processes of the mind and mental development
4. Humanistic models – emphasis on:
 Positive meaningful experiences
 Motivation for healthy growth
 Creation of a self-image by the child
 Positive psychology
5. Family models – emphasis on:
 Understanding of personality and psychopathology of the child based on
family dynamics
 Considering the shared and unshared surroundings of family members
 Diagnostics and therapy focus on the child within the family setting
6. Sociocultural models – emphasis on:
 Social context: including gender, ethnicity, socioeconomic status
 Culture affects development
 Components of ecological models are home, classrooms, and the
neighborhood
 Birth cohort: people born in a particular historical period share key
experiences and events
> Bronfenbrenner’s model: children’s development is embedded in multiple
settings, environments, and systems




2

,Chapter 3 – Principles and Practices of Developmental Psychopathology:

Psychopathology: intense, frequent, and/or persistent maladaptive patterns of
emotion, cognition, and behavior
Developmental psychopathology: emphasizes that these maladaptive patterns
occur in the context of typical development and result in the current and potential
impairment of infants, children, and adolescents
Equifinality: various initial conditions lead to corresponding outcomes/diagnoses
Multifinality: same initial conditions lead to various outcomes/diagnoses

Developmental coherence: belief that beginnings may be logically linked to
outcomes if we carefully evaluate the variables that lead to stability as well as those
that lead to change

Competence: ability to adapt to the environment and to take normal developmental
steps
 Each child displays domains of competence: arenas of comfort

Risk: increased vulnerability to a disorder
Resilience: adaptation or competence despite adversity
 No universal or fixed property, changes over time and situations
 Connected to the protective triad: child features, family attributions,
environment characteristics
Protective factors: the individual, family, and social characteristics that are
associated with this positive adaptation
Risk factors: can be specific of nonspecific
 Specific risk: increased vulnerability to a particular disorder
 Unspecific risk: increased vulnerability to any, or many kinds of disorders –
many mental disorders

Types of risk factors:
 Individual risk factors: child-focused
 Family risk factors: associated with the child’s immediate caretaking
environment – parent characteristics
 Social risk factors: associated with the child’s larger social environment –
peers and schools
Number of risk factors: risk factors tend to cluster together
Timing of risk factors: later improvements do not balance or cancel out children’s
early risk histories

Positive effect of protective factors:
 Reducing the influence of risk factors
 Reducing the negative chain reactions that follow exposure to risk
 Serve to establish or maintain a sense of self and self-control
 Increase opportunities to improve and grow


Chapter 5 – Disorders of Early Childhood:



3

, Physiological functioning – three biobehavioral shifts in the first year:
1. Rhythmic routines of feeding, dressing, and comforting
2. Communicating feelings through gestures and vocalizations, playing with toys,
having a number of daily and nightly schedules
3. Exploring the environment by walking, crawling etc.

Disorders of early development:
 Pica: ingestion of nonfood substances such as paint, pebbles, or dirt
 Rumination: repeated regurgitation of food
 Avoidant/restrictive food intake disorder: limited appetites, severe selectivity
of food, disorders of arousal
 Sleep-wake disorders: insomnia, disorders of arousal, nightmare disorder
 Disorder: marked and persistent difficulties settling down and falling
asleep, as well as maintaining sleep through the night, associated with
impaired daily functioning
Problems with sleeping – etiology:
 Risk factors related to the child:
 Individual differences in the ability to self-regulate and self-soothe
 Difficult temperament
 Medical condition
 Insecure attachment
 Risk factors related to parenting:
 Reinforcing maladaptive patterns
 Problems setting limits
 Martial difficulties

Temperament – two dimensions:
1. Reactivity: infant’s excitability and responsiveness
2. Regulation: what the infant does to control its reactivity

Temperament traits/big five:
1. Surgency/extraversion: sociability, positive emotionality
2. Negative affectivity/neuroticism: predispositions to experience fear and
frustration/anger
3. Effortful control/conscientiousness: attempts to regulate stimulation and
response
Parenting dimensions with most impact on temperament in children:
 Warmth: connected to the child’s social and emotional needs
 Positive and negative control: connected to the child’s needs for autonomy
and self-regulation

Goodness of fit: interplay between infant temperament and parenting
> e.g. Easygoing baby with easygoing parents or fearful baby with strict parents
 In any infant-caregiver pair there are matches and mismatches – growth
through match-mismatch-repair cycles – e.g. shy children benefitting from
moderate challenges
 Extreme mismatches are problematic – differential sensitivity

Developmental tasks at end of first year of life:



4

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