Samenvatting
Developmental Psychopathology (IBP - Leiden University) - Summary
Detailed summary of all materials of the course.
[Meer zien]Voorbeeld 4 van de 54 pagina's
Voorbeeld 4 van de 54 pagina's
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Voorbeeld van de inhoud
LEC 1- Moderation: variable that affects the strength of the
relation between the predictor and criterion variable VS
Mediation: explains the relation between the
independent (predictor) and the dependent (criterion)
variable
- Equifinality: multiple causes → one outcome
(different experiences → one disorder) VS
Multifinality: one cause → multiple outcomes (one experience → multiple disorder)
- Direct/indirect influences (conceptualized in relation to the outcome) VS
distal/proximal influences (conceptualized in relation to how close it is
- Homotypic continuity (anxiety disorder → anxiety disorder) VS
Heterotypic continuity (anxiety disorder → mood disorder)
CHAPTER 1 - When is behavior abnormal?
Deviation from developmental norms: developmental delay, regression, extreme high/low
frequency/intensity of behavior, persistent behavioural difficulty, inappropriate behavior, abrupt
behavioral changes, problem behaviors, qualitatively deviant behavior
Age categories & identification of disorders
1. birth- age 6: language disorder, autism, spectrum disorder, aspergers. Intellectual
disabilities
2. Age 4 - 12: ADHD
3. Age 6- adolescence: cross-norm behavioral disorder (conduct disorder, CD)
4. Age 12-18: schizophrenia, drug abuse, bulimia nervosa, anorexia nervosa
Sex differences
- men are more sensitive to early neurological developmental disorders & women are
more sensitive to emotional problems in adolescence
- men engage in physical aggression faster & women engage in relational aggression faster
- Referral bias: for a certain behavior one gender is quicker to have it be defined as
‘problematic’
History
- 19th century: causes for adult mental disorder (1) demonology: possessed by the
devil/evil spirits (2) somatogenesis: mental problems are caused by the malfunctioning
of the body
- Late 19th century: assumption that disorders occur early in childhood and are inherited,
symptoms form syndromes which have a common biological basis (Kraeplin), modern
classification system to group deviations in children (Kraeplin)
- Freud believed in psychogenesis: mental problems are the result of psychological factors,
unconscious conflicts from childhood determine behavior. In his psychosexual stage
, theory (oral phase, anal phase, phallic phase, latent phase, gential phase) the first 3
phases are crucial for further devlopment
Behaviourism
- Behaviourism (Watson): most behavior is explained by learning experiences, classical
conditioning
- Law of effect (Thorndike): behavior is formed by the associated consequences. If the
consequences are positive, the behavior will increase
- Operant conditioning (Skinner): learning behavior based on the consequences
associated with the behavior (based on law of effect)
- Social learning theory (Bandura) is based on observational learning
6 principles of abnormal child and adolescent psychology
1. Psychological problems have multiple causes. Increasing knowledge about these causes
promotes the prevention of problems.
2. Normal and abnormal behavior are interrelated, Both must be studied
3. Human behavior is complex and requires systematic conceptualization, data collection,
observation and testing of hypothesis
4. The effectiveness of treatment must be investigated and new prevention programs
developed
5. Children have the right to high-quality care
6. Adults must stand up for the health of children
- Interdisciplinary efforts (more than one professional involved in the treatment of a
child’s psychopathology) & the role of parents are central to psychopathology
- Creating a therapeutic alliance (personal bond with child) with the patient increases the
chance of positive results
- APA ethical guidelines: 1. Informed consent (by guardian) 2. Co-decision on treatment
goals 3. Confidential care
Chapter 2 - What does developmental psychopathology include?
Paradigm: perspective that is shared by researches, cognitive frame of reference that includes
assumptions and concepts
- Theory: a formal, integrated set of principles that explains a phenomenon
- Model: provides a description of what is studied
→ Interactional models assume that several variables together lead to an outcome e.g.
vulnerability stress model
→ Transactional models assume that the development is the result of continuous,
reciprocal transactions between the individual and environment. Fall under system
models.
→ System models assume different levels of functioning. The development is the
result of interactions between the different levels. Changes at one level affect the
other levels. E.g. biopsychosocial model
,Development refers to changes over time (result of interactions between biological,
psychological and socio-cultural variables). Qualitative changes are more important than
quantitative changes.
Medical model: disorders are the result of biological factors in the person themselves.
- Direct effect (X → Y) VS indirect effect (X -> …… -> Y)
- Mediator: a variable that causes an effect (Y) indirectly
- Moderators: influences the direction/strength of the relationship between an independent
variable (predictor) and a dependent variable (criterion)
- Necessary cause must be present for a disorder to manifest itself. A sufficient cause can
be responsible for the occurrence of a disorder. Contributing causes make a contribution
to causing an actual problem but is not enough to be responsible for a disorder.
The 5 developmental pathways in adolescence:
1. Stable adaptation: little or no exposure to negative conditions. The adolescent has few
behavioural problems and a positive self-image.
2. Stable maladaptation: exposure to chronic negative conditions. There is maladaptive
behaviour, such as antisocial behaviour.
3. Reversal of maladaptation: major changes in life create new opportunities. This
changes maladaptation into adaptation.
4. Decrease in adaptation: changes in biological or environmental factors cause a shift
from adaptation to maladaptation.
5. Temporary maladaptation: there is a question of temporary maladaptation. This can be
the result of experimental risk behaviour.
Equifinality and multifinality
Equifinality: several factors lead to the same outcome
Multifinality: one factors can lead to multiple outcomes
Risk and vulnerability
- 6 important aspects with regard to risk factors
1. Combination of risk factors has a lot of influence.
2. Risk factors are often associated with each other.
3. The intensity, duration and timing of a risk factor influences the outcome
4. Many risk factors have non-specific effects (multifinality).
5. Some risk factors are associated with the maintenance instead of development of a
disorder
6. Risk factor can increase the chance of future risks by increasing vulnerability to
problems or by negatively influencing the environment.
- Vulnerability: tendency of children to react maladaptively to living conditions, can be
congenital (e.g. genetics) or acquired
Resilience : an individual is able to complete developmental tasks despite adverse circumstances
, → 3 levels (protective factors): 1. Personal factors e.g. self-regulation skills, 2. Family factors
e.g. safe relationship with family members, 3. Factors outside the family e.g. spirituality
Continuity of disorders
1. Heterotypic continuity: the manifestation of some disorders changes over time
2. Homotypic continuity: disorder are expressed by means of stable symptoms
Attachment
1. Secure attachment : the baby is upset but calms down once the mother returns
2. Insecure attachment : the baby is upset when the mother leaves and remains upset/angry
when she returns
→ Avoidant attachment style: the baby doesn't get upset when the mother leaves and/or
does not respond to her when she gets back.
→ Resistant bonding style: the baby is annoyed when the mother leaves and angry/fussy
with the mother when she returns
→ Disorganized / disoriented attachment style: the baby does not have a consistent
strategy to organize behaviour in stressful circumstances, exhibits contradictory and
atypical behaviour.
Temperament and self-regulation
- Temperament refers to a biological predisposition, three dimensions (Sanson):
1. Negative reactivity: irritability to behaviour that isn’t matched with theirs.
2. Inhibition: the child's reaction to new people or situations. Does the child hold
back or not? Associated with anxiety and concern
3. Self-regulation: Processes that facilitate or hinder reactivity. Includes 'effortful
control' of attention (fe.g. task persistence), emotion (e.g. comforting yourself)
and behaviour (e.g. postponement of satisfaction). Associated with low
externalizing behaviour, social competence and academic adaptation.
- Approaches to temperament & psychopathology (Nigg)
1. Problem behaviors is an extreme form of normal temperament
2. Temperament is a risk or protective factor, depending on the specific tendencies
and circumstances
Importance of emotions
- Elements of emotion: 1) feelings e.g. sadness, happiness and anger, (2) nervous system
reactions e.g. faster heartbeat, (3) behavioural expressions e.g. laughter, fleeing
- Age 1-1.5: social referencing, age 2: can name and discuss basic emotions, some control
over emotion expression, age 2-5: child makes connection between emotion and
cognition
Social cognitive processing: how people think about the social word, cognition & emotion
interact (a poor understanding of emotions causes social cues to be misinterpreted)
CHAPTER 3 - Influence of genes and environment on behavior
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