Atypical development Flashcards
Main principles of developmental psychopathology
- atypical behaviour is presented
- these behaviours should be apparent in multiple environments
- context of development is important
what is atypical behaviour?
behaviour that is unusual or deviates to what is considered typical/expected
atypical behaviour is presented
- Compared to ‘typical’ behaviour
- changes in maturation
these behaviours should be apparent in multiple environments
- if only seen in one environment, could be response to specific prompt/trigger
- multiple environments = developmental difference
context of developnent is very important
- lots of external factors may influence behaviours
- symptoms/behaviour often vary
developmental psychopathology
influences upon developmental trajectories
- aetiology
- neurobiology
- cognition
- behaviour
what is aetiology?
genetic and environmental influence that shape brain development, cognition and behaviour
what is cognition?
differences in how we think, percieve the world, process information etc.
what is neurobiology?
differences in brain structure or function
what is behaviour?
overt characteristics that help to define typical and atypical disorders
atypical development can be described through?
multifinality & equifinality
equifinality
process where:
* different developmental trajectory
* same developmental outcome
multifinality
process where:
* same developmental starting point
* development differs due to variance in environmental factors
defining atypical development
definition of “atypical” debate
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
What do all definitions of atypical development emphasise?
all definitions emphasise that atypical development is dissimilar to recognised baseline of development
defining atypical development: cultural influences
collectivist cultures
- 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
defining atypical development: cultural influences
individualist cultures
- 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
what country employs a strong collectivist culture?
Korea: families are viewed as the core identity and trust in others is narrow (Van Hoorn, 2015)
defining atypical development: cultural influences
individualist cultures
- 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
what country employs a individualist culture?
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)
relationship between atypical behaviour and collectivist cultures?
- atypical behaviour is recognised more readily in collectivist cultures
- attitudes towards atypical behaviour are less positive as it deviates from the norm
example of atypical behaviour and collectivist cultures (cultures in other countries)
2 countries (Asia)
- 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
relationship between atypical behaviour and individualist cultures
- 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
example of atypical behaviour and individual cultures (cultures in other countries)
2 countries (USA & Germany)
- 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
what is a reffering adult?
an adult who identifies atypical behaviour in a child and begins the process of diagnosis and treatment
defining atypical development: referring adults
racial bias
give three examples of racial bias (statistics)
- 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
defining atypical development: referring adults
social status bias
give three examples of social status bias
- 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
defining atypical development: referring adults
mental health bias: anxiety and depression
2 examples
- 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
defining atypical development: referring adults
mental health bias: Post-traumatic stress disorder
2 examples
- 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
defining atypical development: diagnosis
indentifying atypicality
4 steps
- deviation from the statistical norm
- continuity over time
- DSM-5 criteria met
- Empirical analysis conducted
identifying atypicality: deviation from the statistical norm
identifying atypicality: continuity over time
- 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
identiying atypicality: DSM-5 criteria met
DSM = diagnostic statistical manual
atypical behaviour in child hood: fussy eating
what is the DSM-5 diagnosable disorder
anorexia nervosa, avoidant/restrictive food intake
atypical behaviour in child hood: social withdrawl
what is the DSM-5 diagnosable disorder
social anxiety, selective mutism, depression
atypical behaviour in child hood: school refusal
what is the DSM-5 diagnosable disorder
generalised anxiety disorder
atypical behaviour in child hood: hypersensitivity
what is the DSM-5 diagnosable disorder
autism spectrum disorder, sensory processing disorder
atypical behaviour in child hood: bed wetting
what is the DSM-5 diagnosable disorder
post-traumatic stress disorder, acute stress disorder
atypical behaviour in child hood: repeated hand washing/self-cleaning
what is the DSM-5 diagnosable disorder
obsessive-compulsive disorder, dissociative disorder
identifying atypicality: empirical analysis conducted
**externalising behaviours **
add examples
behaviour does not match the demands of the environment
* non-compliance
* rule violation
* aggression
* disobedience
identifying atypicality: empirical analysis conducted
**internalising behaviours **
behaviour is noticeably disengaged from the environment
* fear
* sadness
* anxieties
* loneliness
how are externalising behaviours explored?
by using:
* observations
* parent/teacher reports
* experimental behaviour paradigms
how are internalising behaviours explored?
- self-report questionnaires
- interviews
Outcomes of atypical development: From childhood to adulthood
- adverse childhood experience -> delayed motor response
- psychopathology -> atypical social cognition
- low reward sensitivity -> less rewarding social relationships
the role of caregivers
parents, guardians, family members role for children who grow atypical
4 things
- supportive and facilitative interactions
- socioemotional caregiving
- setting goals as a family
- managing expectations and stress
teachers, nursery workers, play staff role for children who grow atypical
4 things
- advanced pedagogical understanding
- assiting in diverse skill development
- awareness of range of atypical development
- supportive to caregivers
the role of society
the role of social services, community officers etc. for those with atypical development
4 things
- evidence-based approach
- broader and more diverse support to both schools and families
- mediation
- challenging biases
the role of broader society for those with atypical development
- less rigid expectations upon ‘normality’ and a ‘typical childhood
- systems to remove prejudice
- resources put in place
case study
ADHD
4 KEY THINGS ABOUT IT
- 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
DSM-5 diagnoses criteria for ADHD
- 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
ADHD: Innattention symptoms
- forgetful
- easily distracted
- difficulty sustaining attention
- doesn’t seem to litsent when spoken to directly
ADHD: hyperactivity symptoms
- often fidgets
- talks rapidly
- difficulty turn-taking
- interrupts and intrudes on others
