Atypical Development Flashcards
Main principles of developmental psychopathology
- Atypical behaviour is presented - compare to typical
- These behaviours should be apparent in multiple environments - different triggers
- Context of development is very important - external factors could influence behaviour
What is Aetiology - influence on trajectories
Genetic and environmental influence that shape brain development, cognition and behaviour.
What is Cognition - influence on trajectories
Differences in how we think, perceive the world, process
information, etc.
What is Neurobiology - influence on trajectories
Differences in brain structure or function.
What is behaviour - influence on trajectories
Overt characteristics that help to define typical and atypical disorders
Multifinality and Equifinality
- Everyone starts at the same point different environmental factors leads to different developmental outcomes
- Different developmental trajectories leads to the same developmental outcomes
What is developmental psychopathology
- Shown through atypical behaviours using the context in which these behaviours are presented
- Processes come together which have an influence on behaviour
- Can be described through multifinality and equifiality
Defining Atypical Development: Definition Debate
- Some definitions focus on brain development others focus on behavioural development
- Some definitions look at developments as a whole others are more specific
- Majority of definitions to describe atypical as differing from the baseline
- Factors could influence definitions i.e. child not walking by a certain age but their parents may never have encouraged them to walk
Atypical development: Collectivist Culture
- Interdependent
- Less positive attitudes towards Atypical behaviour as they differ from the group culture
Atypical Development: Individualist Culture
- Individuality
- Not as negative views, less problematic to not get involved with groups
Referring Adults: Racial Bias
- African-Americans more likely to be diagnosed with
schizophrenia (Strakowski et al., 2003).
Referring Adults: Social Status Bias
- Middle-class British children more likely to receive
dyslexia interventions (Kirkby, 2020).
Referring Adults: Anxiety and Depression
- A parent who may have depression or anxiety may view unusual behaviour adversely (Ciccetti & Toth, 2006; Hammen, 2005).
Referring Adults: PTSD
- A childs mother who has experienced PTSD is likely to state that their baby’s behaviour is atypical
(Schecter et al., 2008).
Diagnosis - Deviation from Statistical Norm
- For example early sexual activity
- Shop lifting and legal offences
Diagnosis - Continuity Over Time
- Development is typical for example speech, if there are delays then this would be atypical
Diagnosis - DSM-5 Criteria Met
Bed wetting = PTSD
Fussy eating = Anorexia Nervosa
Diagnosis - Empirical Analysis Conducted
Externalising behaviour - Aggressive (observation)
Internalising behaviour - Anxiety (self report)
How is atypical development defined
- biases may occur so to avoid this there is a criteria which needs to be met
- Researching helps us define it
Deviation from Statistical Norm
Continuity Over Time
DSM-5 Criteria Met
Empirical Analysis Conducted
Outcomes of atypical development: Childhood to adulthood
- May cause future problems with social interaction as well as performing in school
- depressed mood
Outcomes of atypical behaviour: Role of caregivers
Schools:
- specific support provided for not only students but parents too
Broader society:
- Less judgment and pressure on children to act or behave in a specific manor
ADHD Case Study
- Most common behaviour disorder in the UK
DSM: - Persistant inattention
- No Concurrent Disorder
- Interference with appropriate functioning
ADHD Case Study, Inattention
- Forgetful
- Doesn’t listen when spoken to
- Lose items regularly
ADHD Case Study, Hyperactivity
- Difficulty turn taking
- Talks rapidly and repeats self
- Interrupts or intrudes on others
