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Child Psychopathology > Chapter 2 > Flashcards

Chapter 2 Flashcards

1
Q

What are the primary causes that could influence behavior? (5)

A
  1. Biological. 2. Emotional. 3. Behavioral and Cognitive. 4. Family, cultural, and ethnic. 5. Quality of life.
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2
Q

What are examples of biological influences?

A

Genes (ex. stress hormone), problems during pregnancy. Neurobiological contributors.

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3
Q

What are examples of emotional influences?

A

Emotional reactivity, stress tolerance, emotional expression.

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4
Q

What are examples of behavioral and cognitive influences?

A

Avoidance, rejection in environment. Cognitive: person’s interpretation of events.

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5
Q

What are examples of Family, cultural and ethnic influences?

A

Family and peer relations. Cultural identity. How family react to child’s problems. Acculturation.

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6
Q

What are 3 assumptions that developmental psychology emphasizes?

A
  1. Abnormal development is multiply determined. 2. Child and Environment are interdependent. 3. Abnormal development involves continuities and discontinuities.
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7
Q

What is meant by the assumption that abnormal development is multiply determined?

A

Must look beyond the child’s current symptoms and consider the developmental pathways and interacting events that, over time, contribute to the expression of a particular disorder.

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8
Q

What is a central belief of developmental psychopathology when attempting to understand abnormal behavior?

A

In order to understand maladaptive behaviors adequately, they must be viewed in relation to what is normative for a given period of development.

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9
Q

What is meant by the assumption that child and environment are interdependent?

A

The environment and the child influence each other. (Child can influence environment).

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10
Q

What is a “transaction” in reference to the developmental psychopathology model?

A

The dynamic interaction of the child and the environment.

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11
Q

What is meant by “continuity” in reference to the developmental psychopathology model?

A

Developmental changes are gradual and quantitative (measured numerically such as, height changes).

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12
Q

What is meant by “discontinuity” in reference to the developmental psychopathology model?

A

Developmental changes are abrupt and qualitative (not measured numerically such as, emotions).

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13
Q

What is a developmental cascade?

A

The process by which a child’s previous interactions and experiences may spread across other systems and alter his or her course of development.

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14
Q

What is adaptional failure?

A

The failure to master or progress in accomplishing developmental milestones.

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15
Q

What does a organizational view of development imply?

A

An active, dynamic process of continual change and transformation.

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16
Q

What are sensitive periods?

A

Windows of time during which environmental influences on development are enhanced.

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17
Q

What is the organizational view of development perspective?

A

Early patterns of adaption evolve with structure over time and transform into higher order functions.

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18
Q

What produces epinephrine in response to stress?

A

The adrenal glands.

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19
Q

What hormone does the thyroid gland produce?

A

Thyroxine.

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20
Q

What does thyroxine do?

A

Allows for proper energy metabolism and growth.

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21
Q

What is emotional reactivity?

A

Individual differences in the threshold and intensity of emotional experiences.

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22
Q

What can emotional reactivity tell us?

A

Clues about the individual’s level of distress and sensitivity to the environment.

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23
Q

What is emotion regulation (not dysregulation)?

A

Enhancing, maintaining, or inhibiting emotional arousal, which is usually done for a specific purpose or goal.

24
Q

What do regulation problems involve (in reference to emotions)? (not dysregulation)

A

They involve weak or absent control structures.

25
Q

What do dysregulation problems involve (in reference to emotions)? (not regulation)

A

Existing control structures operating maladaptively.

26
Q

What is an example of a regulation problem? (not dysregulation)

A

Trouble concentrating.

27
Q

What is an example of dysregulation problem? (not regulation)

A

Being fearful even when there is no reason in the environment to be fearful or anxious.

28
Q

What is temperment?

A

The child’s organized style of behavior that appears early in development which shapes the child’s approach to his environment and vice-versa.

29
Q

What does shared environment mean?

A

Environmental factors that produce similarities in developmental outcomes among siblings in the same family.

30
Q

What does nonshared environment mean?

A

Environmental factors that produce behavioral differences among siblings.

31
Q

What are some examples of nonshared environmental values? (3)

A
  1. Differential treatment by parents. 2. Peer influences. 3. School environment.
32
Q

What is attachment?

A

The process of establishing and maintaining an emotional bond with parents, or other significant individuals.

33
Q

What describes an insecure, anxious-avoidant type attachment style? (4) (Exploration, interactions, response to strangers, reaction to stress).

A
  1. Infant engages in little exploration. 2. Little affective interaction with caregiver. 3. Has little wariness of strangers and upset when left alone. 4. As stress increases, avoidance increases.
34
Q

What describes an insecure anxious-resistant type attachment style? (4) (Exploration, response to strangers, reaction to being reunited with caregiver, attention-seeking bxs).

A
  1. Shows disinterest in or resistance to explore and play. 2. Wary of novel situations or strangers. 3. Has difficulty settling when reunited with caregiver. 4. May mix active contact seeking with crying and fussiness.
35
Q

What describes a disorganized, disoriented attachment style (not an organized strategy)? (3) (Attachment style, reaction to novel stimuli, emotion regulation).

A
  1. Infant lacks a coherent strategy of attachment. 2. Appears disorganized when faced with a novel situation. 3. No consistent pattern of regulating emotions.
36
Q

What describes a secure attachment style? (3) (Exploration, reaction to strangers, behaviors after contact).

A
  1. Infant readily separates from caregiver and likes to explore. 2. Seeks contact and proximity to caregiver when distressed or wary of stranger. 3. Returns to exploration and play after contact.
37
Q

What are the possible influences of an insecure anxious-avoidant type of attachment style on relationships? (2)

A
  1. Tend to mask emotional expression. 2. Often believe they are vulnerable to hurt and others are not to be trusted.
38
Q

What disorders are associated with an insecure, anxious-avoidant attachment style? (3)

A
  1. Conduct disorder. 2. Aggressive behavior. 3. Depressive symptoms (usually as a result of failure of self-reliant image).
39
Q

What disorders are associated with an insecure, anxious-resistant type attachment style? (4).

A
  1. Phobias. 2. Anxiety. 3. Psychosomatic symptoms. 4. Depression.
40
Q

What are the possible influences of an insecure anxious-resistent type of attachment style on relationships? (2)

A
  1. Difficulties managing anxiety. 2. Tend to exaggerate emotions and maintain negative beliefs about the self.
41
Q

What is social cognition?

A

How children think about themselves and others, resulting in the formation of mental representations of themselves, their relationships, and their social world.

42
Q

What are the three primary dimensions of temperament?

A
  1. Positive affect and approach. 2. Fearful or inhibited. 3. Negative affect or irritability.
43
Q

What characterizes a positive affect and approach temperament? (3)

A
  1. “Easy child.” 2. Generally approachable. 3. Adaptive to his environment and processes the ability to regulate basic functioning of eating, sleeping, and elimination relatively smoothly.
44
Q

What characterizes a fearful or inhibited temperament? (3)

A
  1. Cautious in his approach to novel or challenging situations. 2. More variable in self-regulation and adaptability. 3. May show distress or negativity toward some situations.
45
Q

What characterizes a negative affect or irritability temperament? (4)

A
  1. “Difficult child”. 2. Predominantly negative or intense in mood. 3. Not very adaptable. Show distress when faced with novel or challenging situations. 4. Prone to general distress or irritability.
46
Q

What influences are thought to compel the develop of emotion regulation or dysregulation? (3)

A

Socialization, innate predispositions, or temperament.

47
Q

Why is human behavior not as simple as genes, shared environments, and unique environmental factors? (3)

A
  1. Need knowledge about how risk and protective mechanisms operate over time, through indirect and direct chain effects. 2. They don’t tell us anything about universals, only individual differences. 3. Need to focus on how genes and environment interact with each other.
48
Q

What is the purpose of Falcone’s formula?

A

Describes the basic premise of twin study designs.

49
Q

According the to the developmental perspective, are genes deterministic or probabilistic?

A

Probabilistic. Could be based on environments/context that we experience throughout our lives.

50
Q

What are two distinctions of antisocial behavior?

A
  1. Life-course persistent. 2. Adolescence-onset variety.
51
Q

How is adolescence-onset variety antisocial behavior characterized? (3)

A
  1. Poor parental support. 2. Being part of an antisocial peer group. 3. Less characterized by risk features.
52
Q

Which variety is most likely to be represented by men?

A

Life-course persistent variety.

53
Q

How is life-course persistent variety antisocial behavior characterized? (3)

A
  1. Association with hyperactivity-inattention. 2. Poor peer relations. 3. Mild cognitive impairments.
54
Q

What is part of the risk factors for life-course persistent variety antisocial behavior? (2)

A
  1. Family discord and disruption. 2. Insecure attachment relationships.
55
Q

When do disruptive behaviors begin in the life-course persistent variety antisocial behavior?

A

Manifestation of markedly disruptive behaviors in the preschool years.

56
Q

What difficult behavioral features are involved in life-course persistent variety antisocial behavior?

A

Difficult behaviors often involve aggressive, impulsive, and sensation seeking behaviors.

Child Psychopathology (14 decks)

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