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WINTER 2024 > 412 Chapter 2 > Flashcards

412 Chapter 2 Flashcards

1
Q

etiology

A

the study of the causes of disorders

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2
Q

developmental psychopathology perspective

A
  • problems that arise are a result of multiple interacting factors and causes to lead to the current presentation
  • must look beyond current symptoms to consider developmental pathways (disorders can morph from one to another)
  • children and environments are interdependent (transactional view)
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3
Q

continuous development

A
  • trajectory is smooth: gradual, incremental, quantitative (we can predict where we might be in the future)
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4
Q

discontinuous development

A
  • qualitative difference in kind, abrupt changes (where you are now isn’t predictive of where you’ll be later)
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5
Q

organization of development

A

early patterns of adaptation evolve with structure over time

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6
Q

sensitive periods

A

windows of time during which environmental influences on development will be enhanced (like language in early years or the months in fetal development)

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7
Q

differentiation and integration

A

development can be cumulative, skills are based on the accumulation of abilities you already have

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8
Q

biological perspectives

A
  • neurobiological: brain is the underlying cause of disorders
  • the brain’s function is use-dependent (neural plasticity for nurture, also influence of nature)
  • early caregiving and nutrition will affect your brain development
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9
Q

maturation of the brain

A
  • basic sensory and motor skills in first 3 years of life
  • perceptual and instinctive centers are affected by early childhood
  • PFC and cerebellum are rewired around 5-7 years
  • major restructuring due to pubertal development around 9-11 years and during adolescence
  • these are all sensitive periods - interfering will result in specific difficulties
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10
Q

gene-environment interaction

A
  • expression of genetic influences are malleable and responsive to social environment
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11
Q

behavioural genetics

A
  • connections between genetic predispositions and observed behaviour
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12
Q

molecular genetics

A
  • causal factors in genetic mutations (identifying genes linked to childhood behaviours)
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13
Q

passive GxE interaction

A
  • simple association between gene and environment (kids with genes that code for reading aptitudes likely have parents that passed those genes and who created an environment that develops those abilities)
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14
Q

evocative GxE interaction

A
  • you elicit reactions from your environment as a function of who you are/your genes (teachers pick up on reading abilities and enrolls in AP English)
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15
Q

active GxE interaction

A
  • your genetic predispositions make you seek out certain environments (seeking challenging reading material)
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16
Q

when are GxE influential over a lifetime

A
  • passive is more important earlier in life, then decreases (environments are created by other people)
  • active gets more important as you age (gaining more agency over your environment)
  • evocative stays the same over the course of development (you’re always eliciting reactions from your environment)
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17
Q

brain circuits

A
  • neurons that are more sensitive to a particular neurotransmitter cluster together
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18
Q

benzodiazepine-GABA functions and psychopathology

A
  • reduces arousal and moderates emotional reactions like anger, hostility, aggression, linked to feelings of anxiety and discomfort
  • plays a role in anxiety disorders
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19
Q

dopamine functions and psychopathology

A
  • acts as a switch to turn on brain circuits to allow other neurotransmitters to promote or inhibit emotions or activity, involved in exploratory, pleasure, extroverted
  • plays a role in many disorders like schizophrenia, mood disorders, ADHD (lower levels of dopamine)
20
Q

norepinephrine functions and psychopathology

A
  • facilitates/controls emergency reactions and alarm responses, important in emotional and behavioural regulation
  • not directly tied to any disorders
21
Q

serotonin functions and psychopathology

A
  • information and motor coordination, inhibits children’s tendency to explore environments, moderates and regulates critical behaviours like eating, sleeping, expressing anger
  • regulatory problems like eating and sleep disorders, OCD, schizophrenia and mood disorders
22
Q

psychological perspectives

A
  • emotions play a role in allowing infants to adapt to new surroundings
  • Bx and cognitive processes assist children in making sense of the world
23
Q

emotional influences

A
  • emotions are a core aspect of psychological experiences
  • tell us what to pay attention to/ignore
  • affect the quality of our social relationships
  • central feature of infant activity and regulation
  • internal monitoring - to guide future Bx (helping kids label what emotion they’re feeling helps give insight into their experience and guide internal monitoring)
24
Q

emotional reactivity:

A
  • individual differences in the threshold and intensity of emotional experiences (high highs and low lows vs. not ecstatic or depressed)
  • can be indicative of normal/abnormal development (rapidly fluctuating of extreme emotions or blunted affect)
25
Q

emotion regulation

A
  • enhancing, maintaining, or inhibiting emotional arousal
  • important signal of normal/abnormal development
26
Q

surgency

A
  • temperament (emotional influence)
  • positive affect and approach
  • tendency to actively and confidently approach new experiences
  • lowers your vulnerability, more related to positive outcomes (differential susceptibility hypothesis)
27
Q

effortful control

A
  • temperament dimension (emotional influence)
  • fearful or inhibited
  • ability to shift and control attention and inhibit behavioural responses, fearful and anxious
28
Q

negative affectivity

A
  • temperament dimension (emotional influence)
  • tendency toward a low mood, easily frustrated, irritability especially in kids
29
Q

temperament

A
  • organized style of Bx that appears early in development
  • precursor to personality that is more biologically-based (vs. attachment style that is more learned)
  • shapes the transactional interaction between the kid and environment
  • can be linked to psychopathology or risk conditions
30
Q

high self-regulation temperament

A
  • balance of emotional reactivity and behavioural inhibition
  • might lower your vulnerability to developing psychopathology
  • good formula for normal, healthy development
31
Q

applied behaviour analysis

A
  • learning and development through operant conditioning
  • positive and negative reinforcement/punishment, extinction
  • Bx are a function of their antecedents and consequences
32
Q

cognitive theory

A
  • how thought patterns develop over time
33
Q

social-cognitive perspective

A
  • how children think about themselves and others
  • mental representations of yourself, others, the world which are constantly being shaped by your experiences
  • latent learning: learning without reinforcement through modelling and watching (beyond operant/classical conditioning)
34
Q

behavioural and cognitive influences

A
  • applied behaviour analysis
  • classical conditioning
  • cognitive theorists
  • social-cognitive theories
35
Q

attachment

A
  • the process of establishing and maintaining an emotional bond with parents or other significant individuals
  • an internal working model of relationships comes from that first crucial relationship
  • assessed with the strange situation
36
Q

secure attachment characteristics

A
  • actively explores when the caregiver acts as a safe base
  • comfortable with the stranger if the caregiver is present
  • mildly distressed when caregiver leaves, but quickly calmed and happy to be reunited when the caregiver returns
  • parenting style is sensitive and responsive
  • 60% of infants display this type - protective function against disordered outcomes
37
Q

resistant attachment characteristics

A
  • clingy, no exploratory behaviour when caregiver acts as a safe base
  • fearful of the stranger even when caregiver is present
  • extremely upset when the caregiver leaves, ambivalent when they return (like resentful)
  • parenting style is inconsistent and unresponsive
  • about 10% of infants display this type
  • risk factor for internalizing problems - phobias, anxiety, psychosomatic Sx, depression
38
Q

avoidant attachment characteristics

A
  • exploratory behaviour isn’t as constructive as secure
  • indifferent to stranger and caregiver
  • indifferent to the caregiver’s departure and return
  • parenting styles is rejecting-unresponsive or intrusive/overly stimulating
  • about 15% of infants display this type
  • risk factor for conduct disorders, aggressive Bx, depression
39
Q

disorganized-disoriented attachment

A
  • no exploratory Bx
  • confused responses to stranger
  • unpredictable protests to caregiver leaving
  • confused upon caregiver’s return (sometimes approaches, sometimes avoids)
  • parenting style is frightened/overwhelmed and frightening (abuse)
  • about 15% of infants display this type
  • no consensus about psychopathology risks - wide range of personality disorders
40
Q

family context in child psychopathology

A
  • family system as a place where risk or protective factors can be important
  • reciprocal influences between family members and complex relationships within families
  • processes that occur within disturbed families - maladaptive communication and exposure to stress
  • most attention is given to mother-child and marital couple (less to siblings and father-child)
  • how the family deals with typical and atypical stress is crucial to a child’s adjustment and adaptation (coping skills, resources, family functioning, nature/severity of stress)
  • good trust and communication might make it easier to navigate stressors
  • major family and individual issues interfere with consistent childcare needs
41
Q

family, social, cultural perspectives

A
  • proximal and distal events in social and environmental contexts have large impacts on development
  • shared and nonshared environments
42
Q

shared environment

A
  • produce similarities in developmental outcomes (similar risks and protective factors)
  • living in the same place, same school, same neighbourhood
43
Q

nonshared environment

A
  • produce behavioural differences among siblings
  • not in the same classroom, not the same extracurriculars
  • might diverge in functioning over time
44
Q

Bronfenbrenner’s bioecological model

A
  • microsystems influences the child directly (biological genetics and psychological characteristics, people closely related to the child that lay the foundation for future functioning)
  • mesosystems: interactions between agents in the microsystem (parent-teacher conferences)
  • exosystems: social settings that don’t involve the child (how a parent is treated at work)
  • macrosystems: cultural elements of society, sociopolitics, geographic location
  • chronosystem: environmental changes that occur over a lifespan, changes the exo, meso, microsystems
  • recognizes GxE interactions (heritability varies depending on the ecological environment)
45
Q

strengths and weaknesses of the bioecological model

A
  • S: conceptualizes development as a product of biological and environmental forces interacting
  • W: never provides a coherent picture of development (it always ‘depends’), human development may be more predictable than this model implies
  • W: culture may not belong in the macrosystem, instead it should permeate through all levels of the system (updated model)

WINTER 2024 (28 decks)

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