Exam 1

Question 1

Developmental pathways

Answer 1

A developmental pathway refers to the sequence
and timing of particular behaviors and possible relationships between behaviors over time. The concept allows us to visualize development as an active, dynamic process that can account for very different beginnings and outcomes.

Question 2

Organization of development

Answer 2

-This perspective sees early patterns of adaptation, such as infant eye contact and speech sounds, evolve with structure over time and transform into higher-order functions such as speech and language.
-An organizational view of development implies an
active, dynamic process of continual change and transformation.
-As the child’s biological abilities unfold during each new stage of development, they interact with environmental factors to direct and redirect the course of development.

Question 3

Adaptational failure

Answer 3

Adaptational failure is failure to master developmental milestones

Question 4

Sensitive periods

Answer 4

These are windows of time during which environmental influences on development, both
good and bad, are enhanced (Roth & Sweatt, 2011).
-Infants, for example, are highly sensitive to emotional
cues and proximity to their caregivers, which assists
them in developing secure attachments.

Question 5

Developmental cascades

Answer 5

Developmental cascades refer to process by which child’s previous transactions may spread across other systems and alter their course of development – chain reaction…This can be seen with both positive
and concerning behaviors. For example, this concept
helps explain how processes that function at one
level or domain of behavior (such as curiosity) can
affect how the child adapts to other challenges later on
(such as academic performance)

Question 6

Resilience

Answer 6

-It’s a process, not a trait.
-Cannot be measured directly but is determined by the constructs of risk and positive adaptation
-Resilience is fluid
-Can be fostered through the introduction of protective factors

Question 7

Risk factors

Answer 7

-Variables that precede a negative outcome and increase the chances that the outcome will occur
-Typically involve acute, stressful situations, as well as chronic adversity
-See risk factors on levels

Question 8

Protective factors

Answer 8

Individual: intellectual functioning, self-efficacy/competence, self-regulation/competence, self-regulation skills, coping skills, social skills
Microsystem: close relationship with one caregiver, consistent love home, positive role models, positive peers, high quality schools, good rec orgs
Exosystem: econ opportunity, good social services, good health care, safe neighborhoods, media moderation
Macrosystem: eliminating racism, homo, sexism, ableism, stigma against mental illness

Question 9

Multifinality

Answer 9

It’s the concept that various outcomes
may stem from similar beginnings.

Question 10

Equifinality

Answer 10

The concept that similar outcomes stem
from different early experiences and developmental
pathways

Question 11

Transactions

Answer 11

Transactions are the dynamic interaction of child and environment. The child and the environment both contribute to the expression of a disorder, and one cannot be separated from the other. Child and environment are active contributors.

Question 12

Continuity

Answer 12

Continuity implies that developmental changes are gradual and quantitative, and that future behavior patterns can be predicted from earlier patterns

Question 13

Discontinuity

Answer 13

Discontinuity implies that developmental changes are abrupt and qualitative, and that future behavior is poorly predicted by earlier patterns

Question 14

ACE Study and effect of childhood adversity on developmental processes and outcomes

Answer 14

During the two waves of data collection in SoCal, 17,000 people receiving physicals completed confidential surveys about their childhoods and current health. Higher #s of ACE could lead to the many causes of early death. 4 biggies are Chronic health conditions, mental health conditions, health risk behaviors, social outcomes.
-2/3 reported at least one ACE
-More than 1/5 reported 3 or more ACE
-An ACE of 4 or more lead to a 390% of lung disease, suicide by 1,220%

Question 15

Attachment styles + risks

Answer 15

Secure: ur good
‘’
Anxious-avoidant: increases risk of conduct disorders, depression
Anxious-resistant: increases risk of anxiety disorders, somatic disorders, depression
Disorganized: increases risk of personality disorders

Question 16

Temperament

Answer 16

Positive affect and approach. This dimension
describes the “easy child,”
Fearful or inhibited. This dimension describes the
“slow-to-warm-up child,” who is cautious in their
approach
Negative affect or irritability. This dimension
describes the “difficult child,” intense in mood

Question 17

Risk Factors using systems

Answer 17

Individual Level: premature birth, low birth weight, perinatal complications, impulsivity, poor emotional regulation
Microsystem: parental psychopathology, parental loss. violence at home, parental conflict, punitive/inconsistent parenting, low parental education level, negative peer influence/rejection, inadequate school resources, inadequate rec spaces
Exosystem: community violence, no health care, high poverty, negative mass media, dysfunctional school boards, dysfunctional parental workspaces
Macrosystem: racism, homophobia, sexism, ableism, xenophobia

Question 18

Parenting styles

Answer 18

Authoritarian - You believe kids should be seen and not heard, When it comes to rules, you believe it’s “my way or the highway.”, You don’t take your child’s feelings into consideration.
Authoritative - You put a lot of effort into creating and maintaining a positive relationship with your child.
You explain the reasons behind your rules.
You set limits, enforce rules, and give consequences, but take your child’s feelings into consideration.
Permissive - You set rules but rarely enforce them., You don’t give out consequences very often., You think your child will learn best with little interference from you.
Uninvolved - You don’t ask your child about school or homework., You rarely know where your child is or who they are with., You don’t spend much time with your child.

Question 19

The Changing Picture of Children’s Mental Health

Answer 19

-The improved focus and detail are the
result of efforts to increase recognition and assessment of children’s psychological disorders.
-Today, we have a better ability to distinguish among the various disorders.
-More visibility of younger children
-Specific communication and learning disorders, for example, have only recently been recognized as significant concerns among preschoolers and young school-age children
-Same proportion receiving proper care before and nowH

Question 20

Defining psychological disorders

Answer 20

A psychological disorder traditionally
has been defined as a pattern of behavioral,
cognitive, emotional, or physical symptoms shown by an individual. Such a pattern is associated with one or
more of the following three prominent features:
●The person shows some degree of distress, such as
fear or sadness.
● Their behavior indicates some degree of disability,
such as impairment that substantially interferes
with or limits activity in one or more important
areas of functioning, including physical, emotional,
cognitive, and behavioral areas.
● Such distress and disability increase the risk of
further suffering or harm, such as death, pain, disability,
or an important loss of freedom (American
Psychiatric Association [APA], 2022).

Question 21

HPA axis

Answer 21

The HPA axis is a central component of the brain’s neuroendocrine response to stress. This system, like many others, works on a feedback loop.

Question 22

Bronfenbrenner’s Ecological Systems Theory

Answer 22

In the mid-1970s, American psychologist Urie
Bronfenbrenner posited a theory that emphasized the
importance of understanding the systems in which an
individual grows when studying typical and atypical
development. Specifically, he presented the Ecological
Systems Theory, which provided a framework of interactive systems impacting child development:
● The microsystem includes persons or structures in
which the child directly interacts with sets of individuals
(e.g., the home, school, religious institutions,
neighborhood, healthcare facilities)
● The mesosystem refers to the interconnections between
microsystems (e.g., how the family interacts
with the school or connections between the school
and religious institutions)
● The exosystem involves relationships between sociopolitical
structures that indirectly impact the
child (e.g., local politics such as funding for education
and mental healthcare, media, industry, and
economic factors).
● The macrosystem refers to the overarching societal
and cultural structures in which the individual, as
well as the microsystem and exosystem, exist.
● The chronosystem refers to the specific relationships
between these systems and the time course
in which they occur. Additionally, it considers the
sociocultural events during the time and the developmental
stage of the individual as well

Question 23

Classification systems

Answer 23

-Categorical classification systems such as DSM-5-TR
are based primarily on informed professional consensus,
-Dimensional classification
approaches assume that many independent dimensions or traits of behavior exist, and that all children possess them to varying degrees.

Question 24

DSM pros/cons

Answer 24

Cons:
*Fails to capture the complex adaptations, transactions, and contextual influences crucial to understanding and treating child psychopathology
*Fails to capture the interrelationships and overlap known to exist among many childhood disorders
*Focuses on observable signs and symptoms rather than underlying etiology
*Contains large numbers of diagnostic categories of little validity
*may lead to negative perceptions and reactions by others
*can influence children’s views of themselves and their behavior

Pros:
*help clinicians summarize and order observations
*facilitate communication among professionals
*aid parents by providing more recognition and understanding of their child’s problem
*facilitate research on the causes, epidemiology, and treatment of specific disorders

Question 25

Intervention

Answer 25

Prevention: stoppin from it in the first place
Treatment: corrective actions that will permit successful adaptation by eliminating or reducing the impact of an undesired problem or outcome that has already occurred
Maintenance: efforts to increase adherence to treatment over time to prevent relapse or reoccurrence

First, identify problems and rank em. Then translate problems into goals considering dev and maintenance of those problems

Question 26

IDD

Answer 26

Criterion A
Deficits in intellectual functions, such as reasoning, problem solving, planning, abstract thinking, judgment, academic learning, and learning from experience, confirmed by both clinical assessment and individualized, standardized intelligence testing.
Criterion B
Deficits in adaptive functioning that result in failure to meet developmental and sociocultural standards for personal independence and social responsibility. Without ongoing support, the adaptive deficits limit functioning in one or more activities of daily life, such as communication, social participation, and independent living, across multiple environments, such as home, school, work, and community
Cri C
Onset of intellectual and adaptive deficits during the developmental period