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SUMMARY LECTURES DEVELOPMENTAL DISORDERS

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summary about the lectures of developmental disorders, excluding literature

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  • 17 januari 2022
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  • 2021/2022
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Developmental disorders

Lecture 1: introduction

What is normal? Consider these
 Developmental norms
 Cultural norms
 Gender norms
 Situational norms
 Role of adults
 Changing view of abnormality

Developmental disorders
 Psychopathology is behaviour that once was, but no longer can be, considered
appropriate to the child’s level of development
o E.g. being 10 but having the reading level of a 6 year old
o 15-20% of the population has a developmental disorder
 When does a child deviate from the norm?
o Developmental delay
o Regression or deterioration
o Extremely high or low in frequency of behaviour
o Extremely high or low in intensity of behaviour
o Behavioural difficulties persist over time
o Behaviour is inappropriate to the situation
o Abrupt changes in behaviour
o Behaviour quality is different from normal
 Behaviours that are considered bizarre or totally different from the
norm
 Significant norms
o Culture and ethnicity
o Gender
 Males → externalizing/ more disorders
 Females → internalizing/ eating disorders
o Age (developmental curve)
 Autism → ADHD → learning problems → conduct disorders → drug
abuse
o Lifestyle changes (related to age)
 Focus on body size, more drug abuse

Developmental psychopathology
 The study of developmental processes that contribute to, or protect against,
psychopathology
 Etiology and pathophysiology are still unknown
 Therapeutic interventions are only partly effective, still mainly symptomatic and often
do not bring the complete cure
o A large number and wide diversity of treatments for children currently exist,
many of which are expensive, intrusive and not supported by scientific
evidence

General developmental framework
 5 contexts
o Biological
o Individual

, o Family
o Social
o Cultural




5 models of child psychopathology
 Medical
 Behavioural
 Cognitive
 Psychoanalytic
 Family systems

Medical
 Psychopathology results from organic dysfunction
o No psychological treatment but you need medicine etc.
 Problems are individuals
 Classifying psychopathological behaviours → diagnosis
 ICD-10 and DSM

Behavioural
 Observed behaviours/ empirical and experimental paradigm
 Learning principles

, o classic/ respondent conditioning (watson)
o Operant conditioning (skinner)
o Imitation
o Social learning theory (bandura)
 Behaviour as result of these learning principles
 Excess or deficit in frequency and intensity (compared to cultural and developmental
norms)

Cognitive models
 Piaget
o Fixed order of stages
o Schema
o Assimilation/ accommodation
 You only learn when your own scheme is faulty and you have to
accommodate


Psychoanalytic models
 Classic psychoanalysis (Freud)
o Structural model with id, ego and superego
o Psychosexual stages with fixations and regression
o Critique
 Complex theory
 Based on clinical observations, not objective data
 Assumptions difficult to test
 Ego Psychology (Erikson)
 Object relation theory (Bowlby)
o Attachment (Ainsworth): secure vs. insecure attachment (avoidant/ resistant/
disorganized) → emotional reactivity and regulation is crucial for adaptive
development

Family systems model
 Family as a developing system (dynamic system is more than just the sum of its
parts)
 Structural family system theory
o Family consists of subsystems
o parent/ child
o Brothers and sisters
o Parents as a couple
 Psychopathology is located in the relational structures of family life and/ or
triangulation of the child in the parental subsystem (triangulation has a conflict
somewhere)
o Bonds that are too strong may lead to dysfunction

, Developmental psychopathology
 Contemporary view
 The study of developmental processes that contribute to, or protect against,
psychopathology
 Empirical basis
 Equifinality
o Diverse paths can be associated with the same outcome
 E.g. cause 1 is aggressive behaviour from the father since
toddlerhood, cause 2 is the family divorce in adolescence
 Multifinality
o Same experiences can be associated with different outcomes
 E.g. maltreatment
o Resilience
 Positive emotions, social support, coping mechanisms, physical well-
being and have meaning in life

Risk factors
 Child
o Hereditary, gene abnormalities, pre- peri- or postnatal complications, health
problems, below average IQ, learning disability, low self-esteem, emotional
immaturity, difficult temperament, social incompetence, peer rejection
 Family
o Poverty, abuse, neglect, conflict, psychopathology, stress
 Ecological
o Racial, ethnic, gender injustice, neighbourhood disorganisation, crime
 Life events
o Death of a parent, war in immediate environment

Protective factors
 Child
o Intelligence, sociable nature, social competence, self-confidence, positive
outlook, ability to cope with stress
o Family

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