College aantekeningen
Lectures Developmental Psychopathology
- Instelling
- Universiteit Utrecht (UU)
Complete aantekeningen van de online colleges van Developmental Psychopathology
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Lectures DPLecture: fundamentals part 1
- The course uses an ecological perspective as an important guiding principle.
- Problem behavior isn’t just ‘’something you have’’ but a complex interaction of social,
cognitive, biological and social factors that can both strengthen and diminish the person’s
development of the problem behavior.
What is abormal behavior?
- Not just atypical, but can also be harmful
- Developmentally inappropriate
- You need to consider a variety of variables:
Age
Situation/context
Gender
Culture
- Parents and professionals may differ on their views of a child and what is considered
inappropriate
So… abnormal development is multiply determined
- Must look beyond current symptoms
- Consider developmental pathways and interacting events
Children and environments are interdependent – transactional view
- Both children and the environment are active contributors to (mal)adaptive behavior
Abormal development involves:
- Continuities: developmental changes are gradual and quantitative; predictive of future behavior patterns
- Discontinuities: developmental changes are abrupt and qualitative; not predictive of future behavior patterns
Behavioral indicators of abormal behavior:
- Developmental delay
- Developmental regression or deterioration
- Extremely high or low frequency of behavior
- Extremely high or low intensity of behavior
- Behavioral difficulty persists over time
- Behavior inappropriate to the situation
- Abrupt changes in behavior
- Several problem behaviors
- Behavior qualitively different from normal
How common are problems?
5.4 to 35.5% of youth aged 4-18 have problems
15-20% have “clinic levels” of disorder symptomology
Variability in rates due to:
Different estimation methods
Different populations
Different definitions of psychopathology
Many do not receive help (making it harder to estimate)
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, Lectures DP
Impact of Developmental Level
- Some evidence that disorders have a particular age of onset
- Sometimes onset is insidious
Gender impact:
Timing (first occurance)
Severity
Expression (‘’expected behaviors’’) modeling (from parents, or on tv etc.) gender bias
Historical Influences
Early explanations of psychopathology
Adult-focused
Demonology (“Possession”)
Somatogenesis (“Bodily imbalances”)
Strong focus on a single cause
Nineteenth century
Classification—Kraepelin
Some childhood disorders identified
Mental retardation received attention
Progress made on conceptualization of etiology
Historical Influential Theories
- Sigmund Freud & Psychoanalytic Theory:
His psychosexual theory of development was one of the first developmental stage theories
- Behaviorism:
Behavior is learned—caused by interactions with the environment (e.g., Skinner)
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- Social Learning Theory:
Learned behavior also comes from observations of one’s environment (e.g., Bandura) (cognitive model)
Perspective and Theory
Perspective: view, approach, cognitive set
Paradigm: perspective shared by investigators, assumptions and concepts, methods for
evaluation
Theories of psychopathology: Micro and Macro
Models
Interactional
- Variables interrelate to produce an outcome
- E.g., Vulnerability stress model (a predisposition)
Transactional/Systems
- Ongoing, reciprocal transactions of environment and person
- E.g., Gottlieb’s biopsychosocial model
- Environment variables can be close (“proximal”) or distant (“distal”)
So what does Developmental Psychopathology exactly study?
- DPP studies the origins and developmental course of disordered behavior
- DPP also studies adaptation and success
- DPP is the integration of various theories
Causal Factors
- Direct cause: variable X leads straight to outcome
- Indirect: variable X influences other variables that in
turn lead to outcome
- Mediating factors: explain the relationship between
variables
- Moderating factors: presence or absence of a factor
influences the relationship between variables
Types of Causal Factors
- Necessary cause - must be present for disorder to
occur
- Sufficient cause - can be responsible alone
- Contributing cause - not always necessary nor sufficient for cause itself
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Pathways to Development
Continuity of DPP symptomology
- Homotypic continuity: stable expression of symptoms
- Heterotypic continuity: symptom expression change with development
- Cumulative continuity: child in an environment that perpetuates maladaptive style
Pathways to DPP symptomology
Multifinality: a problem/an issue leading to possible outcomes
e.g. early childhood maltreatment can lead to an eating disorder, mood disorder, conduct disorder or… normal
adjustment
Equifinality: possible beginnings leading to a particular outcome
e.g. a specific genetic pattern, specific family characteristics, specific environmental features can lead to a conduct
disorder
Risk factors
- Constitutional (genetic & health)
- Family
- Peers
- Emotional and interpersonal
- Intellectual and academic
- Ecological (e.g., criminal living environment)
- Non-normative life events (e.g., outbreak of war)
The more risks, the poorer the outcome
Timing of risk is important
Risk for onset may differ from risk for persistence
Risk can accumulate over time
Some risk is tied to specific outcomes
Resilience
Positive outcome in the face of risk. Trio of protective factors:
1. Individual (e.g., Self-efficacy and Self-Control)
2. Family (e.g., Support and Authoritative parenting)
3. Extrafamilial (e.g., Peers, Bonds to positive adult role models)
Can occur with one protective factor or may require more
Can occur in one domain (emotion) and not another (academic)
Can be linked to neurobiology (e.g., a child’s temperament)
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