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PS1040 > Atypical development > Flashcards

Atypical development Flashcards

1
Q

Main principles of developmental psychopathology

A
  • atypical behaviour is presented
  • these behaviours should be apparent in multiple environments
  • context of development is important
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2
Q

what is atypical behaviour?

A

behaviour that is unusual or deviates to what is considered typical/expected

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3
Q

atypical behaviour is presented

A
  • Compared to ‘typical’ behaviour
  • changes in maturation
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4
Q

these behaviours should be apparent in multiple environments

A
  • if only seen in one environment, could be response to specific prompt/trigger
  • multiple environments = developmental difference
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5
Q

context of developnent is very important

A
  • lots of external factors may influence behaviours
  • symptoms/behaviour often vary
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6
Q

developmental psychopathology

influences upon developmental trajectories

A
  • aetiology
  • neurobiology
  • cognition
  • behaviour
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7
Q

what is aetiology?

A

genetic and environmental influence that shape brain development, cognition and behaviour

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8
Q

what is cognition?

A

differences in how we think, percieve the world, process information etc.

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9
Q

what is neurobiology?

A

differences in brain structure or function

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10
Q

what is behaviour?

A

overt characteristics that help to define typical and atypical disorders

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11
Q

atypical development can be described through?

A

multifinality & equifinality

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12
Q

equifinality

A

process where:
* different developmental trajectory
* same developmental outcome

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13
Q

multifinality

A

process where:
* same developmental starting point
* development differs due to variance in environmental factors

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14
Q

defining atypical development

definition of “atypical” debate

A

the debate revolves around how the word is defined and used in various contexts i.e. some people refer it as:
* brain development
* behavioural development

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15
Q

What do all definitions of atypical development emphasise?

A

all definitions emphasise that atypical development is dissimilar to recognised baseline of development

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16
Q

defining atypical development: cultural influences

collectivist cultures

A
  • members of society feel interdependent
  • group membership is valued over independence
  • core values are shared within society
  • deviation from these core values are recognised and responded to more quickly
  • social harmony is prioritised
  • personal goals are aligned with communal goals
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17
Q

defining atypical development: cultural influences

individualist cultures

A
  • members of society feel independent
  • independence and uniqueness is valued over group membership
  • some core values are shared within society, but variation is common
  • deviation from core values is responded to less
  • self-supporting lifestyles prioritised
  • personal goals are prioritised over communal goals
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18
Q

what country employs a strong collectivist culture?

A

Korea: families are viewed as the core identity and trust in others is narrow (Van Hoorn, 2015)

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19
Q

defining atypical development: cultural influences

individualist cultures

A
  • members of society feel independent
  • independence and uniqueness is valued over group membership
  • some core values are shared within society, but variation is common
  • deviation from core values is responded to less
  • self-supporting lifestyles prioritised
  • personal goals are prioritised over communal goals
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20
Q

what country employs a individualist culture?

A

the US employs a strong individualist culture. Developing the self is viewed as the core of identitiy and trust in others is high (Van Hoorn, 2015)

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21
Q

relationship between atypical behaviour and collectivist cultures?

A
  • atypical behaviour is recognised more readily in collectivist cultures
  • attitudes towards atypical behaviour are less positive as it deviates from the norm
22
Q

example of atypical behaviour and collectivist cultures (cultures in other countries)

2 countries (Asia)

A
  • in Chinese culture, it is seen as more desirable to inhibit overtly emotional displays (e.g. anger)
  • in Japanese culture, atypical children are expected to conform to group standards
23
Q

relationship between atypical behaviour and individualist cultures

A
  • atypical behaviour is recognised less readily than in collectivist cultures
  • deviation from the norm is broader, so attitudes towards atypical behaviour are not as negative as within colletivist cultures
24
Q

example of atypical behaviour and individual cultures (cultures in other countries)

2 countries (USA & Germany)

A
  • in American culture, children view social non-participation as less problematic and typically a result of one’s own prerogative
  • in German culture, diagnosis of narcissistic personality disorder is significantly lower than in Japan
25
Q

what is a reffering adult?

A

an adult who identifies atypical behaviour in a child and begins the process of diagnosis and treatment

26
Q

defining atypical development: referring adults

racial bias

give three examples of racial bias (statistics)

A
  • black teens 3x more likely to be arrested for misbehaviour than white teens
  • African-Americans more likely to be diagnosed with schizophrenia
  • Indegineous Australian children more likely to be diagnosed with speech disorders
27
Q

defining atypical development: referring adults

social status bias

give three examples of social status bias

A
  • middle-class British children more likley to receive dyslexia interventions
  • Children in rural Indian schools less likely to recieve ADHD diagnoses/treatment
  • African American and Hispanic children from poorer backgrounds more likely to receive disruptive behaviour diagnoses
28
Q

defining atypical development: referring adults

mental health bias: anxiety and depression

2 examples

A
  • depressed or anxious parents are more likely to interpret unusual behavior negatively
  • social anxiety amongst Turkish parents predicts perceptions of developmental delay in their children
29
Q

defining atypical development: referring adults

mental health bias: Post-traumatic stress disorder

2 examples

A
  • parents with PTSD report higher parenting stress and concerns with their child’s development
  • mothers with PTSD more likely to perceive their baby’s development as atypical
30
Q

defining atypical development: diagnosis

indentifying atypicality

4 steps

A
  • deviation from the statistical norm
  • continuity over time
  • DSM-5 criteria met
  • Empirical analysis conducted
31
Q

identifying atypicality: deviation from the statistical norm

A
32
Q

identifying atypicality: continuity over time

A
  • behaviour is atypical for the first few years, but one typicality is evident there is rapid development
  • atypical behaviour is consistent over time. Development is atypical
33
Q

identiying atypicality: DSM-5 criteria met

A

DSM = diagnostic statistical manual

34
Q

atypical behaviour in child hood: fussy eating

what is the DSM-5 diagnosable disorder

A

anorexia nervosa, avoidant/restrictive food intake

35
Q

atypical behaviour in child hood: social withdrawl

what is the DSM-5 diagnosable disorder

A

social anxiety, selective mutism, depression

36
Q

atypical behaviour in child hood: school refusal

what is the DSM-5 diagnosable disorder

A

generalised anxiety disorder

37
Q

atypical behaviour in child hood: hypersensitivity

what is the DSM-5 diagnosable disorder

A

autism spectrum disorder, sensory processing disorder

38
Q

atypical behaviour in child hood: bed wetting

what is the DSM-5 diagnosable disorder

A

post-traumatic stress disorder, acute stress disorder

39
Q

atypical behaviour in child hood: repeated hand washing/self-cleaning

what is the DSM-5 diagnosable disorder

A

obsessive-compulsive disorder, dissociative disorder

40
Q

identifying atypicality: empirical analysis conducted
**externalising behaviours **

add examples

A

behaviour does not match the demands of the environment
* non-compliance
* rule violation
* aggression
* disobedience

41
Q

identifying atypicality: empirical analysis conducted
**internalising behaviours **

A

behaviour is noticeably disengaged from the environment
* fear
* sadness
* anxieties
* loneliness

42
Q

how are externalising behaviours explored?

A

by using:
* observations
* parent/teacher reports
* experimental behaviour paradigms

43
Q

how are internalising behaviours explored?

A
  • self-report questionnaires
  • interviews
44
Q

Outcomes of atypical development: From childhood to adulthood

A
  1. adverse childhood experience -> delayed motor response
  2. psychopathology -> atypical social cognition
  3. low reward sensitivity -> less rewarding social relationships
45
Q

the role of caregivers

parents, guardians, family members role for children who grow atypical

4 things

A
  • supportive and facilitative interactions
  • socioemotional caregiving
  • setting goals as a family
  • managing expectations and stress
46
Q

teachers, nursery workers, play staff role for children who grow atypical

4 things

A
  • advanced pedagogical understanding
  • assiting in diverse skill development
  • awareness of range of atypical development
  • supportive to caregivers
47
Q

the role of society

the role of social services, community officers etc. for those with atypical development

4 things

A
  • evidence-based approach
  • broader and more diverse support to both schools and families
  • mediation
  • challenging biases
48
Q

the role of broader society for those with atypical development

A
  • less rigid expectations upon ‘normality’ and a ‘typical childhood
  • systems to remove prejudice
  • resources put in place
49
Q

case study

ADHD

4 KEY THINGS ABOUT IT

A
  • most common behaviour disorder in the UK
  • estimated to affect 2-5% of school-aged children and young people
  • 65% still have some symptoms that affect their daily lives
  • by 25, 15% still have all symptoms
50
Q

DSM-5 diagnoses criteria for ADHD

A
  • persistent pattern of innattention and/or hyperactivity-impulsivity
  • hyperactive-impulsive or innattentive symptoms <12 years old
  • adults: similar but 5 symptoms
  • interference with appropriate functioning
51
Q

ADHD: Innattention symptoms

A
  • forgetful
  • easily distracted
  • difficulty sustaining attention
  • doesn’t seem to litsent when spoken to directly
52
Q

ADHD: hyperactivity symptoms

A
  • often fidgets
  • talks rapidly
  • difficulty turn-taking
  • interrupts and intrudes on others

PS1040 (10 decks)

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