Chapter 2: The Developmental Psychopathology Perspective

Question 1

Paradigm

Answer 1

A shared perspective (view, approach, cognitive set) by Scientifics to study and understand phenomena.

Question 2

Theory

Answer 2

Is a formal, integrated set of principles or propositions that explains phenomena.

Question 3

Interactional models

Answer 3

Assumes variables interrelate to produce an outcome.

Question 4

Vulnerability stress model

Answer 4

Example of interactional model.

Conceptualizes the multiple causes of psychopathology as the working together of a vulnerability factor(s) and a stress factor(s).

Question 5

Transactional Models

Answer 5

More dominantly used models, and used for studies in both normal and abnormal development.

Assumes that developmental is the result of ongoing, reciprocal transactions between the individual and the environmental context.

The individual is viewed as an active agent who brings a
history of past experience that has shaped her or his current functioning.

The environmental context is viewed as variables that are close to (proximal) or
farther from (distal) the person.

Question 6

Systems Models

Answer 6

They incorporate several levels, or systems, of functioning in which development is viewed as occurring over time as the systems interact or enter into ongoing transactions with each other.

Question 7

Developmental Psychopathology Persepective

Answer 7

This perspective integrates the understanding and study of
normal developmental processes with those of child and adolescent
psychopathology.

It is interested in the origins and
developmental course of disordered behavior, as well as individual adaptation
and competence.

Central to the approach was the coming together of developmental psychology and clinical child/adolescent psychology and psychiatry

Question 8

Medical Model

Answer 8

This model considers disorders to be discrete entities that result from specific and limited biological causes within the individual.

Question 9

Direct affect

Answer 9

Variable X leads straight to an outcome: direct

Question 10

Indirect affect

Answer 10

Variable x influences one or more variables that then lead to an outcome: indirect (domino affect)

Question 11

Mediator

Answer 11

A factor or variable that explains
or brings about an outcome by indirect means.

Question 12

Moderator

Answer 12

A variable that influences the direction or the strength of the relationship between an independent (or predictor) variable and a dependent (or criterion) variable.

Question 13

Necessary Cause

Answer 13

Must be present in order for the disorder to occur.

Question 14

Sufficient Cause

Answer 14

Can be itself responsible for the disorder. Ex: down syndrome

Question 15

Contributing causes

Answer 15

In some disorders, several
factors may contribute by adding or multiplying their effects to reach a threshold to produce the problem.

Question 16

Pathway 1 : Stable adaption

Answer 16

Few environmental adversities :)

Question 17

Pathway 2: Stable maladaption

Answer 17

Chronic environemtnal adversitties :(

Question 18

Pathway 3: Reversal Maladaption

Answer 18

Important life change creates new opportunity

Question 19

Pathway 4: Decline of Adaption

Answer 19

Environmental or biological shifts bring adversity

Question 20

Pathway 5: Temporal Maladaption

Answer 20

Can reflect transient experimental risk taking.

Question 21

Equifinality

Answer 21

Diverse factors (mutiple pathways) to the same (one) outcome.

Question 22

Mutifinality

Answer 22

A singular pathway can have various outcomes.

Question 23

Risk

Answer 23

Variables that precede and increase the chance of psychological impairments.

Breakdown :

Although a single risk certainly can have an impact, multiple risks are
particularly harmful.

Risks tend to cluster.

The intensity, duration, and timing of a risk can make a difference.

The effects of many risk factors appear nonspecific, a finding reflected in
the principle of multifinality

Risk factors may be different for the onset of a disorder than for the
persistence of the disorder.

A risk may increase the likelihood of future risks by increasing the child’s
susceptibility for problems or adversely affecting the environmental
context.

Question 24

Sensitive period model

Answer 24

Predicts that exposure to risk during a specific window in time may have permanent affects or the same exposure at a different time could have little not influence.

Question 25

Developmental Programming model

Answer 25

Some features of the individual can be set/programmed by early environmental occurrences and these features persist into the future

Question 26

Life course model

Answer 26

Early experiences can have long-term consequences but only when the experience is maintained, reinforced, or accentuated in some way.

Question 27

Vulnerability

Answer 27

Risk factors that are either inborn or acquired.

Question 28

Resilience

Answer 28

Relatively positive outcome in the face of significantly adverse or traumatic experiences.

Question 29

Developmental tasks

Answer 29

Cultural expectations applied to young people.

Question 30

Protective factors

Answer 30

Factors that counter risk factors operating in the situation.

Question 31

“ordinary magic” of resilience : Masten 2011

Answer 31

A trio of protective factors that enhance developmental resistence.

1.Personal attributes
2. Family characteristics
3. Outside family support

Question 32

Heterotypic continuity

Answer 32

The expression of a probem may change in form (disorder) with development (over time).

Question 33

Homotypic continuity

Answer 33

How a problem is expressed may remain relatively stable over time.

Question 34

Attachment

Answer 34

The attachment style developed between the infant and its primary caregiver (usually the mother).

Question 35

Bowby’s (1969) : behaviours that facilitate attachment

Answer 35

Biologically wired behaviour in human species to ensure infants are nurtured and protected; e.g. smiling, crying, eye contact, proximity to caretakers…

Protects: against high levels of threat or feat in stressful situations

Enhances: infants exploration of novel and challenging situations.

Question 36

How is attachment style observed : experiment

Answer 36

Ainsworth’s procedure: the Strange Situation

Here, a caregiver (usually the mother), the infant, and a stranger interact in a comfortable room.

The caregiver leaves and returns
several times, while the child’s behavior is observed in this potentially
threatening situation.

Question 37

Secure attachment

Answer 37

When distressed by caregiver separation, seek contact with her upon her return, react positively, and use the caregiver as a secure base from which they venture forth to explore the
environment.

Question 38

Insecure attachment : 2 types

Answer 38

Insecurely attached infants fail to use the caregiver as a resource
to cope with stress.

Avoidant Type: Tend to give fewer signals of distress and ignore
the caregiver.

Resistant Type: or display distress and make ineffective attempts to seek contact with the caregiver.

Question 39

Disorganized attachment

Answer 39

lack of a consistent strategy to organize behavior under stressful situations. Infants seem apprehensive and they display contradictory behaviors that may be misdirected and atypical.

Associated with child maltreatment and poor parenting.

Question 40

Temperament: Chess & Thomas

Answer 40

Individual differences in behavioral style that are thought to develop into later personality through environmental interaction.

9 dimensions of behavioral style that included reactivity to stimuli, regulation of bodily function, mood, and adaptability to change.

3 categories: easy, slow-to-warm, difficult.

Question 41

Goodness-of-fit

Answer 41

how the child’s behavioral tendencies fit with parental characteristics and other environmental circumstances.

Question 42

Sansons & al. (2009): 3 dimensiosn of temperament

Answer 42

1. Negative reactivity : associated with problems
2. Inhibition: Approach-avoidance; with worry & anxiety
3. Self-regulation: With low levels of acting out behaviour, good social competence and academic adjustment.

Question 43

Differential susceptibility hypothesis

Answer 43

Reactive children should not only be more affected than other youths by adversities but also by advantageous environments.

Question 44

Emotion & its 3 elements :

Answer 44

Relatively brief or as more general mood states that vary in intensity and that
are experienced as positive or negative.

1. Private “feelings” of sadness, joy, anger, disgust ect.
2. autonomic nervous system arousal and bodily reactions such as rapid heartbeat.
3. Over behavioural expressions such as smiles, scowls, and dropping shoulders.

Question 45

Development of emotions

Answer 45

2 months: infants have their social smile

12 - 18 months: display social referencing

2 - 3 years - name/talk about some emotions and exert some control over emotional expression.

2 to 5 years: connection between emotion and cognition

Question 46

Social Cognitive Processing

Answer 46

It focuses on how individuals take in, understand, and interpret social situations
—and how behavior is then affected