Inhoudsopgave
Chapter 1....................................................................................................................................................... 3
Introduction.................................................................................................................................................. 3
Chapter 2....................................................................................................................................................... 7
Models of child development, psychopathology and treatment......................................................................7
Chapter 3..................................................................................................................................................... 13
Principles and practices of developmental psychopathology.........................................................................13
Chapter 4..................................................................................................................................................... 20
Classification, assessment and diagnosis, and intervention...........................................................................20
Chapter 5..................................................................................................................................................... 27
Disorders of Early Childhood........................................................................................................................ 27
Chapter 11................................................................................................................................................... 37
Anxiety disorders, compulsive disorder, and somatic symptom disorder.......................................................37
Chapter 12................................................................................................................................................... 51
Depressive Disorders, Bipolar Disorders, and Suicidality...............................................................................51
Chapter 7..................................................................................................................................................... 62
Autism Spectrum Disorder........................................................................................................................... 62
Article: Crompton, 2021 Double empathy: why autistic people are often misunderstood..............................70
Chapter 9..................................................................................................................................................... 71
Attention-Defict/Hyperactivity Disorder....................................................................................................... 71
Chapter 10................................................................................................................................................... 78
Oppositional Defiant Disorder and Conduct Disorder....................................................................................78
Chapter 6..................................................................................................................................................... 89
Intellectual Developmental Disorder and Learning Disorders........................................................................89
Chapter 14................................................................................................................................................. 101
Substance-Related Disorders, Personality Disorders, and Psychotic Disorders.............................................101
Chapter 13................................................................................................................................................. 112
Eating disorders......................................................................................................................................... 112
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,Article: Developmental Language Disorder................................................................................................. 121
(McKean, et al.).......................................................................................................................................... 121
Article: Defining and understanding dyslexia; past, present and future.......................................................126
(Snowling, et al.)........................................................................................................................................ 126
Article: No evidence for a core deficit in developmental dyscalculia or mathematical learning disabilities.. .131
Marmella, et al. (2021)............................................................................................................................... 131
Chapter 8................................................................................................................................................... 133
Maltreatment and Trauma and Stressor-Related Disorders.........................................................................133
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, Chapter 1
Introduction
Age related challenges
Infancy
Major issue: Formation of an effective attachment
Additional issues: Basic state and arousal regulation
Development of reciprocity (wederkerige relaties en interactie met
anderen ontwikkelen; lachen, oogcontact maken, brabbelen en
imiteren)
Dyadic regulation of emotion
Toddler Period
Major issue: Guided self-regulation
Additional issues: Increased autonomy
Increased awareness of self and others
Awareness of standards for behavior
Self-conscious emotions
Preschool Period
Major issue: Self-regulation
Additional issues: Self-reliance with support (agency)
Self-management
Expanding social world
Internalization of rules and values
School Years
Major Issue: Competence
Additional issue: Personal efficacy
Self-integration
Competence with peers
Competence in school
Adolescence
Major issue: Individuation
Additional issue: Autonomy with connectedness
Identity
Peer network competence
Coordinating school, work, and social life
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, Transition to adulthood
Major issue: Emancipation
Additional issue: Launching a life course
Financial responsibility
Adult social competence
Coordinating work, training, career
Common descriptions of normality and psychopathology often focus on three things:
1. Statistical deviance
2. Social cultural Norms
3. Mental health perspective
1. Statistical deviance
The infrequency of certain emotions, cognitions, and/or behaviors.
Children of a certain age above the ‘high number’ cutoff, or below the ‘low
number’ cutoff, would meet the criterion for disorder.
2. Social cultural norms
The beliefs and expectations in a given time or place or of a group of people about what
kinds of emotions, cognitions, and/or behaviors are problematic, undesirable, or
unacceptable.
Children who fail to conform to age-related, gender-specific, or culture-relevant
expectations might be viewed as challenging struggling, or disordered.
3. Mental health
Theoretical or clinically based notions of distress and dysfunction.
The perspective that if children have a negative quality of life, with distress and
dysfunction, or have symptoms might have a disorder.
The irreducible needs for children
The basic bottom-line components of what every child must have to grow, learn and flourish:
- The need for ongoing nurturing relationships
- The need for physical protection, safety, and regulation
- The need for experiences tailored to individual differences
- The need for developmentally appropriate experiences
- The need for limit setting, structure, and expectations
- The need for stable, supportive communities and cultural continuity
A key value judgement involves distinctions between adaption and maladaption and
personal or group standards of adequate or average adaption, or optimal adaption:
Adaption (aanpassingsvermogen)
Proces waarbij een organisme of individu zich aanpast aan omstandigheden,
omgevingen of situaties.
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