DISORDERS OF CHILDHOOD: DEVELOPMENT
AND PSYCHOPATHOLOGY
ROBIN HORNIK PARRITZ & MICHAEL F. TROY (3TH EDTITION)
Samenvatting/Overzicht Study Hub
Pedagogische wetenschappen/Premaster | Developmental Psychopathology
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Course Title: Disorders of Childhood: Development and Psychopathology 1-4: Definitions of Psychopathology and Developmental Psychopathology(Sep. 9)
Study Guide Title: Chapter 1-5 The term psychopathology refers to intense, frequent, and/or persistent maladaptive patterns of
Notes for: Dwayne Karman emotion, cognition, and behavior. Developmental psychopathology extends this description to
Email: d.karman@students.uu.nl emphasize that these maladaptive patterns occur in the context of typical development and result in
©2020 Cengage Learning Inc. All rights reserved. No part of this work may by reproduced or used in the current and potential impairment of infants, children, and adolescents.
any form or by any means - graphic, electronic, or mechanical, or in any other manner - without the
written permission of the copyright holder.
1-4a: Rates of Disorders in Infancy, Childhood, and Adolescence(Sep. 9)
My Highlights Prevalence refers to the proportion of a population with a disorder (i.e., all current cases of the
disorder)
1-2: What Is Normal?(Sep. 9)
Common descriptions of normality and psychopathology often focus on (1)statistical deviance, the
infrequency of certain emotions, cognitions, and/or behaviors; (2)sociocultural norms, the beliefs and 1-4a: Rates of Disorders in Infancy, Childhood, and Adolescence(Sep. 9)
expectations of certain groups about what kinds of emotions, cognitions, and/or behaviors are incidence refers to the rate at which new cases arise (i.e., all new cases in a given time period).
undesirable or unacceptable; and (3)mental health perspectives, theoretical or clinically based
notions of distress and dysfunction.
2-1: The Role of Theory in Developmental Psychopathology(Sep. 10)
It is more useful to think of these models as providing different and complementary perspectives on
1-2a: Statistical Deviance(Sep. 9) the complicated phenomena of development, psychopathology, and treatment.
From a statistical deviance perspective, a child who displays too much or too little of any age-
expected behavior (such as dependency or assertiveness) might have a disorder.
2-1a: Dimensional and Categorical Models(Sep. 10)
Dimensional models also are referred to as continuous or quantitative.
1-2b: Sociocultural Norms(Sep. 9)
From a sociocultural norm perspective, children who fail to conform to age-related, gender-specific,
or culture-relevant expectations might be viewed as challenging, struggling, or disordered. 2-1a: Dimensional and Categorical Models(Sep. 10)
Categorical models of psychopathology, in contrast, emphasize discrete and qualitative differences
in individual patterns of emotion, cognition, and behavior.
1-2c: Mental Health Perspectives(Sep. 9)
From a mental health perspective, a child’s psychological well-being is the key consideration.
2-1a: Dimensional and Categorical Models(Sep. 10)
Categorical models are sometimes referred to as discontinuous or qualitative.
1-2c: Mental Health Perspectives(Sep. 9)
Using this criterion, children who have a negative quality of life, who function poorly, or who exhibit
certain kinds of symptoms might have a disorder. 2-1a: Dimensional and Categorical Models(Sep. 10)
Dimensional models of psychopathology emphasize the ways in which typical feelings, thoughts, and
behaviors gradually become more serious problems, which then may intensify and become clinically
1-3c: Optimal Adaptation(Sep. 9) diagnosable disorders.
N
2-2: Physiological Models(Sep. 10)
1-3c: Optimal Adaptation(Sep. 9) Physiological models propose that there is a physiological (i.e., genetic, structural, biological, or
either adequate nor optimal adaptation guarantees smooth sailing throughout development. chemical) basis for all psychological processes and events.
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2-2: Physiological Models(Sep. 10) Evocative correlations, in which children experience different reactions or responses to their
connectome—the diagram of the brain’s neural connections genetically influenced emotions or behaviors.
2-2: Physiological Models(Sep. 10) 2-2: Physiological Models(Sep. 10)
That is, we often expect that differences in brain structure, function, and development will be Epigenetics is focused on the activity of the gene rather than the presence of the gene
observed between typically and atypically developing children, but we also must understand that
there are variations (e.g., deviations from the norm) within groups of typically developing children.
2-2: Physiological Models(Sep. 10)
Instead our genome appears to encode a wide variety of ‘potential biological selves,’ and which
2-2: Physiological Models(Sep. 10) ‘biological self’ gets realized depends on the social conditions we experience over the life course.”
Neural plasticity illustrates several physiological processes related to brain development,
organization, and reorganization. It involves the development and modification of neural circuits, with
now-conclusive evidence that “both positive and negative experiences can influence the wiring 2-2: Physiological Models(Sep. 10)
diagram of the brain” (Nelson, 2011, p. 57). Gene expression is the process by which genes … make the specific proteins that determine the
structure and function of the individual gene. Gene expression is initiated by transcription factors….
Epigenetic mechanisms regulate this transcriptional machinery, and in so doing control gene
2-2: Physiological Models(Sep. 10) expression. Thus, epigenetics controls the activity of the gene or how the gene functions”
One of the most important shifts in thinking about genetics involves moving beyond early views on
nature versus nurture to current complex descriptions of gene-by-environment effects and gene-by-
environment interactions 2-2: Physiological Models(Sep. 10)
The most frequently studied epigenetic mechanism is DNA methylation
2-2: Physiological Models(Sep. 10)
Behavior genetics, the study of the joint effects of genes and environments, provides a framework for 2-2: Physiological Models(Sep. 10)
understanding many sources of genetic influence and allows researchers to estimate the heritability there is less transcription until the level of DNA methylation reaches the point at which the gene is
of many psychological characteristics. switched off
2-2: Physiological Models(Sep. 10) 2-2: Physiological Models(Sep. 10)
There are three types of gene-by-environment effects: Genetically informed models of psychopathology must account for the high heritability of many
different kinds of disorder, as well as the findings related to genetic overlap.
2-2: Physiological Models(Sep. 10)
Passive correlations, in which children are exposed to different environments provided by their 2-2: Physiological Models(Sep. 10)
genetically related parents. Physiological models suggest that there are inborn or acquired vulnerabilities to disorders—including
genetic abnormalities, structural pathologies, and biochemical disturbances—that may lead to
psychological distress and dysfunction
2-2: Physiological Models(Sep. 10)
Active correlations, in which children select or create their own environments as a function of their
genetic background. 2-2: Physiological Models(Sep. 10)
According to this physiological diathesis–stress model, structural damage or chemical imbalance
does not by itself lead to disorder. Rather, diatheses (or predispositions) such as neurological
2-2: Physiological Models(Sep. 10) damage at birth or genetic risk for disorder, in combination with additional stress (either physiological
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or environmental), lead to the emergence of a disorder. the mind and mental development
2-3: Psychodynamic Models(Sep. 10) 2-5: Humanistic Models(Sep. 10)
Psychodynamic models have historically focused on several themes, including (1)the impact of Within the humanistic framework, psychopathology is usually linked to interference with or
unconscious processes on typical and atypical personality development; (2)conflicts among suppression of the child’s natural tendencies to develop an integrated (or whole) sense of self, with
processes and structures of the mind (e.g., id, ego, and superego); (3)the stages of development, valued abilities and talents.
with different ages associated with distinctive emotional, intellectual, and social challenges; and
(4)the lasting impact of more (or less) successful resolutions of stage-related challenges on later
outcomes. 2-6: Family Models(Sep. 10)
In contrast, family models propose that the best way to understand the personality and
psychopathology of particular children is to understand the dynamics of their particular families.
2-3: Psychodynamic Models(Sep. 10)
Contemporary psychodynamic approaches continue to emphasize (1)unconscious cognitive,
affective, and motivational processes; (2)mental representations of self, other, and relationships; 2-7: Sociocultural Models(Sep. 10)
(3)the meaningfulness of individual (i.e., subjective) experiences; and (4)a developmental we often focus on the ways in which social and cultural factors uniquely disadvantage certain groups
perspective focused on the origins of typical and atypical personality in early childhood and the in society (e.g., girls, minorities, and families from lower socioeconomic status backgrounds) and
constantly changing psychological challenges faced by children as they age increase vulnerability to disorders in these groups
2-4: Behavioral and Cognitive Models(Sep. 10) 2-7c: Thinking about Anna(Sep. 10)
In contrast to the inward orientation of the physiological and psychodynamic models, t Over the course of this chapter, it has become abundantly clear that a single model of development,
psychopathology, and treatment, no matter how comprehensive, cannot provide all the necessary
information. Depending on the particular child, different aspects of various models, taken together,
2-4: Behavioral and Cognitive Models(Sep. 10) contribute to better understanding and a greater number of specific options for support and
he behavioral models have an outward orientation, focusing on the individual’s observable behavior intervention.
within a specific environment.
Chapter Introduction(Sep. 11)
2-4: Behavioral and Cognitive Models(Sep. 10) Psychopathology refers to intense, frequent, and/or persistent maladaptive patterns of emotion,
The construct of reinforcement (i.e., the idea that positive and negative consequences lead to cognition, and behavior; and developmental psychopathology extends this description to emphasize
changes in behavior) is a critical component of all these learning processes. that these maladaptive patterns occur in the context of typical development and result in the current
and potential impairment of infants, children, and adolescents.
2-4: Behavioral and Cognitive Models(Sep. 10)
Psychopathology, within the behavioral framework, is understood as the result of learning gone awry: 3-1: The Framework of Developmental Psychopathology(Sep. 11)
the acquisition and reinforcement of maladaptive or undesirable behaviors, the lack of opportunity to Developmental psychopathology is a research-based, conceptual approach that provides a
learn adaptive or appropriate behaviors, unavailable or inadequate reinforcement of those adaptive framework for understanding how specific disorders develop, what happens over time to children
or appropriate behaviors, or some combination of these. who develop disorders, and what we can do to help these children.
2-4: Behavioral and Cognitive Models(Sep. 10) 3-1: The Framework of Developmental Psychopathology(Sep. 11)
With the more theoretically pure cognitive models, the focus is on the components and processes of More specifically, Mash and Dozois (1996, p. 5) characterize psychopathology in children as an
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