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PSY 338 > Abnormal Child Psychology 2 > Flashcards

Abnormal Child Psychology 2 Flashcards

1
Q

What 3 features are associated with a a Psychological disorder?

A
  • Distress
  • Impairment/limitations in functioning
  • Increased risk of further suffering or harm
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2
Q

What is a Psychological Disorder?

A

A pattern of behavioral, cognitive, emotional or physical symptoms shown by the individual

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3
Q

What features are associated with abnormality in children

A

Impairment in adaptive functioning, dysfunctional behavior

  • Exaggerations of otherwise normal emotions, behaviors, or cognitive processes
  • Poor adaptation to an environment
  • Impairment in developmental progress
  • Deviations from the norm.
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4
Q

True or False: Stigmatization is a challenge

A

True

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5
Q

Why do we need to be careful of labels especially when it concerns a child?

A

“Labeling a child can exacerbate negative academic evaluations, behavioral evaluations, evaluations of personality, and overall assessments of the child”.

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6
Q

What must definitions of abnormal child behavior take into consideration

A

The child’s level of competence

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7
Q

What is Competence?

A
  • The ability to successfully adapt in the environment
  • Successful adaptation is influenced by culture and ethnicity
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8
Q

What are Developmental Tasks necessary for?

A
  • Allow us to
    understand if a
    child is doing well
  • Understand experiences and behaviors within
    broad domains
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9
Q

What are the Developmental Tasks of Infancy to Preschool?

A
  • Attachment to caregiver
  • Language
  • Differentiation of self from environment
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10
Q

What are the Developmental Tasks of Middle Childhood?

A
  • Self control and compliance
  • School adjustment - attendance and appropriate conduct
  • Academic achievement
  • Getting along with peers?
  • Rule governed conduct
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11
Q

What are the Developmental Tasks of Adolescence?

A
  • Successful transition to secondary schooling
  • academic achievement
  • involvement in extracurricular activities
  • Forming close friendships within and across gender
  • Forming a cohesive sense of self identity
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12
Q

What are Developmental Pathways?

A

An active and dynamic sequence and timing of certain behaviors and relationships between these behaviors over time

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13
Q

What is Multifinality?

A

Similar early experiences lead to different outcomes.

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14
Q

What is Equifinality?

A

Different factors lead to a similar outcome

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15
Q

What is a Risk Factor?

A

a variable that precedes a negative outcome of interest

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16
Q

What is a Protective Factor?

A

a personal or situational variables that mitigates a child developing a disorder

17
Q

What is Resilience?

A
  • The ability to fight off or recover from misfortune
  • Associated with strong self-confidence, coping skills, avoiding risk situations
18
Q

What is the “protective triad” of resources?

A
  • Strength of the child
  • Strength of the family
  • Strength of the school/community
19
Q

What is Developmental Psychopathology?

A

Approach to describing and studying disorders of childhood, adolescence and beyond in a manner that emphasizes the importance of developmental processes and tasks.

20
Q

What are the Three Prominent Assumptions in Developmental Psychopathology?

A
  1. Abnormal development is multiply determined.
  2. Child and environment are interdependent and Transactional
  3. Abnormal development involves continuities and discontinuities
21
Q

What is Etiology?

A

How biological, psychological and environmental process interact to produce outcomes that are observed over time.

22
Q

What is Nature?

A

The degree to which our genes dictate
emotional, cognitive and behavioral outcomes
such as personality traits, levels of aggression,
frustration tolerance, intelligence, empathic
responsiveness, etc…

23
Q

What is Nurture?

A

The degree to which variables in the
environment during development, including in
utero, are determinants of these aforementioned
outcomes.

24
Q

What occurs in the Prenatal environment?

A
  • Reciprocal influence
  • Person and environment interaction.
  • Both good and bad affect the developing fetus.
  • possible harms to the developing fetus
  • Dosage & duration
  • Genetic make-up: susceptibility
25
Q

What is a Teratogen?

A

harmful environmental agent

26
Q

True or False: externalizing problems (behaviors) and a dx of conduct disorder during childhood have been shown to be associated with prenatal stress, independent of postnatal maternal or genetic factors.

A

True

27
Q

What are some indicators of Fetal Alcohol Syndrome?

A
  • Microcephaly - small head
  • Low nasal bridge
  • epicanthal folds - skin fold of the eyes
  • micrognathia - small lower jaw
  • thin upper lip
  • minor ear abnormalities
  • smooth philtrum - groove that naturally forms above the upper lip
  • small palpebral fissures - whites of the eyes
28
Q

True or False: Brain and nervous system do not function as underlying causes of psychological disorders.

A

False: they do function as underlying causes

29
Q

True or False: The early years of life do not matter because early experiences do not affect the architecture of the maturing brain.

A

False: they do matter and they do affect the architecture of the maturing brain

30
Q

What is Neural Plasticity?

A

the brain is most malleable early on, and the brains anatomical differences are use-dependent.

31
Q

In the first few years of life, approximately 700 new neural connections are formed every second, what sort of sensory pathways are formed?

A

like those for basic vision and hearing are the first to develop, followed by early language skills and higher cognitive functions

32
Q

What are some facts regarding Neural Plasticity?

A
  • The brains atomical differentiation is use dependent.
  • Our developmental history creates a brain that dictates behaviors seen in adolescence and adulthood.
  • Most disorders are ‘adolescent emergent’.
  • What came before adolescence creates this manifestation of psychopathology
33
Q

How important of a role does the caregiver play when it comes to brain development in children?

A
  • children whose mothers
    nurtured them early in life
    have a larger hippocampus
  • the more severe the
    caregiver’s neglect, the more pronounced the brain damage can be.
34
Q

How are Neural connections formed and strengthened in children?

A
  • Neural connections are formed and strengthened when the caregivers responds to a child’s cries, eye-contact, or is picked-up and held.
  • Serve and return interactions shape brain architecture
35
Q

What may happen if the caregiver’s responses are inconsistent or they are not responding

A
  • Future physical, mental, and emotional health may be compromised.
  • The body’s stress response is activated, flooding the developing brain with potentially harmful stress hormones.
36
Q

How does Stress affect early childhood development?

A
  • Children exposed to severe early life stress experience emotion regulation difficulties, which correlate with the development of psychopathology.
  • Volumetric differences in the amygdala, hippocampus, and prefrontal cortexin children exposed to early life stress.
37
Q

How is the cerebellum affected by sensitive to ones environment?

A
  • In one study, those who experienced mild to moderate family difficulties between birth and 11 years of age had developed a smaller
    cerebellum at age 17, an area of the brain associated with skill learning, stress regulation and sensory-motor
    control.
  • The cerebellum is consistently found
    to be smaller in some psychiatric illnesses.

PSY 338 (4 decks)

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