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SLK 310 - Child > Chapter 2: Theories and Causes > Flashcards

Chapter 2: Theories and Causes Flashcards

1
Q

Name possible causes of a child’s behaviour?

A
  1. Biological influences
  2. Emotional influences
  3. Behavioural and cognitive influences
  4. Family, cultural, and ethnic influences
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2
Q

Explain biological influences?

A
  • Mother’s prenatal history.
  • Anxious child = stress hormones circulating in th body.
  • Neurological development can be influenced by child-rearing practices used by parents when the child was an infant.
  • Genes can play a role as well.
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3
Q

Explain emotional influences?

A

Children shoud have the ability to regulate emotions as they adapt.

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4
Q

Explain family, cultural, and ethnicity influences?

A
  • Children need sensitive parenting with appropriate boundaries for self-control.
  • Cultural minority children struggle with acculturation.
  • Children need a decent quality of life.
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5
Q

Theory

A

A language of science that allows us to assemble and communicate existing knowledge effectively.
- Allows one to make educated guesses and predictions about behaviour based on samples of knowledge.

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6
Q

Aetiology/Etiology

A

The study of the causes of chlidhood disorders.
It considers how biological, psychological, and environmental processes interact to produce the outcomes that are observed over time.

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7
Q

Developmental psychopathology perspective

A

An approach to describing and studying disorders of childhood, adolescence and beyond in a manner that emphasises the importance of developmental processes and tasks.

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8
Q

Central belief

A

To fully understand maladaptive behaviour, you must view it in relation to what is normative for a period of development.

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9
Q

What are 3 common assumptions about the developmental psychopatholgy perspective?

A
  1. Abnormal development is multiply determined
  2. Child and environment are independent
  3. Abnormal development involves continuities and discontinuities
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10
Q

Explain the assumption ‘Abnormal development is multiply determined’

A
  • Look beyond present symptoms
  • Examine developmental pathways and interacting events leading to a disorder
  • Disorders may have various causes
  • Similar risk factors can yield different outcomes
  • Adopt a multidimensional perspective, utilizing diverse data sources
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11
Q

Explain the assumption ‘Child and environment are independent’

A
  • Emphasizes reciprocal influence of child and environment
  • Children and environment shape each other
  • Asserts children also impact their environment
  • Nature and nurture collaborate = TRANSACTION
  • Child and environment equally contribute to disorder expression
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12
Q

Explain the assumption ‘Abnormal development involves continuities and discontinuities’

A
  • Most psychological disorders have warning signs
  • CONTINUITY: gradual, quantitative developmental changes allow prediction from earlier behavior patterns
  • DISCONTINUITY: abrupt, qualitative changes make future behavior prediction difficult from earlier patterns
  • Early-onset and persistent conduct disorders often show continuity due to escalating severity
  • Eating disorders tend to exhibit more discontinuous patterns
  • Positive and negative factors influence continuity/discontinuity of development
  • The level of continuity or discontinuity depends on changing environments and transactions between child and environment.
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13
Q

Continuity

A

Developmental changes are gradual and quantitive, future behavior patterns can be predicted from earlier patterns. (Patterns of behavior, rather than
symptoms)

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14
Q

Discontinuity

A

Developmental changes are abrupt and qualitative, future behavior is poorly predicted by earlier patterns.

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15
Q

How does an integrative approach contribute to the study of abnormal child behavior?

A
  • Integrative models transcend single theoretical boundaries
  • They accommodate multiple primary causes
  • Major theories of abnormal child psychology are increasingly compatible
  • Each theory adds to understanding atypical development
  • The collective view becomes clearer with each contribution
  • Multi-theoretical perspectives offer the best study approach for abnormal child behavior
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16
Q

Developmental considerations

A

They are an indication of adaptational failure in one or more areas of development.

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17
Q

Adaptional failure

A

The failure to master or progress in accomplishing developmental milestones.
- Results from ongoing interaction between individual development and environmental conditions

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18
Q

Organisation of development perspective

A

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

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19
Q

Why does sensitive periods play a major role in normal and abnormal behaviour?

A

These are windows of time during which environmental influences on development, both good/bad, are enhanced.

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20
Q

What causes abnormal behaviour?

A

Transactions between environmental and individual influences.

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21
Q

What makes children the way they are today?

A

Inherited characteristics coupled with the experiences and influences in their environment.

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22
Q

Why are emotions and affective expressions core elements of human psychological experience?

A
  • Emotional reactions assist us in our Fight-or-Flight response
  • Emotions tell us what to pay attention to, and what to ignore
  • What to approach, what to avoid
  • Emotions are critical to healthy adaption
  • Children’s emotions, expressions and regulations are at the foundation of early personality development
    Emotions serve as important internal monitoring and guidance systems, and provide motivation for action
  • To young children, it’s a primary form of communication
23
Q

What are the 2 dimensions of emotional processes?

A
  • Emotion reactivity
  • Emotion regulation
24
Q

Emotion reactivity

A

Individual differences in the threshold and intensity of emotional experience.
- Provides clues to an individual’s level of distress and sensitivity to the environment.

25
Q

Emotion regulation

A

Involves enhancing, maintaining, or inhibiting emotional arousal.

26
Q

Regulation problems

A

Weak/absent control structures

27
Q

Dysregulation

A

Existing control structures operate maladaptively

28
Q

Temperament

A

An organised style of behaviour that appears early in development.
Shapes the child’s approach to their environment and vice versa.

29
Q

What are the 3 primary dimensions of temperament?

A
  1. Possitive affect and approach: Easy child - approachable, adaptive, regulates basic functions.
  2. Fearful or inhibited: Slow to warm up child - cautios in their approach to novel situations.
  3. Negative affect or irritability: Difficult child - negative/intense mood, not very adaptable, shows distress when faced with novel situations.
30
Q

When is temperament established?

A

During early brain development.

31
Q

How can temperament influence later development?

A

By affecting a child’s development of self-control.

32
Q

Self-regulation

A

A balance between emotional reactivity and self-control

33
Q

Types of personality disorders

A
  • Antisocial
  • Borderline
  • Paranoid
  • Histrionic
  • Avoidant
  • Narcissistic
  • Dependant
  • Obsessive-compulsive
  • Schizotypal
  • Schizoid
34
Q

Applied Behaviour Analysis

A

Examines the relationship between behaviour and its consequences, also known as a functional approach behaviour.

35
Q

Between what does ABA describe and test functional relationships?

A
  • Stimuli
  • Responses
  • Consequences
36
Q

Name the 4 operant learning principles ABA is based on

A
  1. Positive reinforcement
  2. Negative reinforcement
  3. Extinction
  4. Punishment
37
Q

Classical conditioning

A

Explains the acquisition of deviant behavior based on paired associations between previously neutral stimuli, and unconditioned stimuli.

  • Any neutral event can become a conditioned stimulus if it is paired enough times with an event.
  • Paired associations can help explain many adjustment problems in children.
38
Q

Social learning

A

Considers not only overt behaviours, but also the role of possible cognitive mediators that may influence behaviour directly or indirectly.

  • Children can learn new behaviour by merely watching another person model the behaviour, without apparent reinforcement or practice.
39
Q

Social cognition

A

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

-Children’s ongoing cognitive development helps them make sense of who they are.

40
Q

What must one consider when one wants to understand social and environmental contexts, which normal and abnormal development depends on?

A

Must consider proximal(close-by) and distal(further-removed) events.

41
Q

Name and describe 2 environmental influences

A
  1. Shared environment - Environmental factors that produce similarities in developmental outcomes amog siblings.
  2. Nonshared environment - Environmental factors that produce behavioural differences among siblings.
42
Q

What does Bronfenbrenner’s ecological model indicate?

A
  • Shows the richness and depth of the various layers of a child’s environment.
  • Portrays it as a series of nested and interconnected structures.
43
Q

Attachement

A

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

44
Q

Explain the infant-caregiver attachment

A
  • The process is ongoing, beginning between 6-12 months of age.
  • Provides infants with a secure, consistent base (to explore) and safe haven (to feel safe when upset/distressed)
  • An internal working model of relationships comes from a child’s initial crucial relationship.
45
Q

What are the 4 patterns of attachment?

A
  1. Secure
  2. Insecure (Avoidant)
  3. Insecure (Resistant/Ambivalent)
  4. Disorganised
46
Q

Secure attachment during stages

A

Description during strange situation: Infant readily separates form caregiver, enjoys exploring. Infants return to exploration.

Possible influences on relationships: Tend to seek out and make use of supportive relationships.

Possible disordered outcomes: Their relationship strategy serves a protective function against disordered outcomes.

47
Q

Insecure: Avoidant attachment during stages

A

Description during strange situation: Infant engages in exploration with little interaction with caregiver. As stress increases. avoidance increases.

Possible influences on relationships: Tend to mask emotional expression. Often believe they are vulnerable to hurt, others are not to be trusted.

Possible disordered outcomes: Conduct disorders; aggressive behaviour, depressive symptoms.

48
Q

Insecure: Resistant/Ambivalent attachment during stages

A

Description during strange situation: Infant shows disinterest in exploration. Difficulty settling when reunited with caregiver.

Possible influences on relationships: Difficulty managing anxiety. Tend to exaggerate emotions and maintain negative beliefs about themselves.

Possible disordered outcomes: Phobias; anxiety; psychosomatic symptoms; depression.

49
Q

Disorganised attachment during stages

A

Description during strange situation: Infant lacks a coherent strategy of attachment. No pattern of regulating emotion.

Possible influences on relationships: Inability to form close attachments to others, little seletive attachment.

Possible disordered outcomes: No consensus, generally a wide range of personality disorders.

50
Q

On what has child psychopathology research increasingly focused on the role of?

A
  1. The family system
  2. The complex relationships within families
  3. The reciprocal influences amog various family subsystems.
51
Q

What does family systems theorists argue?

A

Understanding or predicting the behavior of a particular family member cannot be done in isolation
from other family members.

52
Q

What is crucial to a child’s adjustment and adaption?

A

How the family deals with typical and atypical stress.

53
Q

On what does the outcome of stressful events depend on?

A
  • The nature and severity of stress
  • The level of family functioning prior to the stress
  • The family’s coping skills and resources

SLK 310 - Child (6 decks)

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