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child psychopathology > Exam 1 > Flashcards

Exam 1 Flashcards

1
Q

Why study child psychopathology?

A
  • most adult disorders are predicted by childhood disorders.
  • prevention to help kids early on.
  • children can overcome obsticals when giving the right circumstances.
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2
Q

Mental illness vs. mental health

A

you can still have good mental health while being mentally ill

  • feeling like you belong, have purpose, community engagement
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3
Q

define abnormal

A

deviation from act is normal, the criteria is usually used whether someone is exhibiting symptoms of clinical concern..

  • different than what we would expect
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4
Q

in addition to dysfunction / abnormality - there are 3 other things that deem something pathological.

A
  • distress
    …. behaviour must cause the individual distress.
  • impairment
    …. behaviour that interferes with functioning in key domains

and / or

  • increased risk for future harm
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5
Q

What are the different types of context we need to evaluate when looking at a behaviour?

A
  • cultural context
  • developmental context
    (4 vs. 14 years old)
  • gender norms
  • situational norms
  • stressful circumstances
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6
Q

what is individual vs. relational dysfunction?

A

does the problem of emotional disregulation come from within child, or is it a product of their relationships?

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7
Q

What is developmental psych?

A

have to judge how a kid is doing by what is developmental appropriate for that age range.

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8
Q

Developmental period: 0-2

  • what are some developmental tasks, challenges, and diagnoses?
A
  • walking / talking
  • learning the difference between self and others.
  • attachment.
  • sensory learning
  • mismatches between Childs needs and caregivers capacities.
  • temper
  • Down syndrome
  • failure to thrive.
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9
Q

Developmental period:

2-5

  • what are some developmental tasks, challenges, and diagnoses?
A
  • building autonomy
  • self control
  • the word NO.
  • disobedience,
  • bedtime resistance
  • demand attention
  • hearing loss detection
  • phobias
  • autism
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10
Q

Developmental period:

6-11

  • what are some developmental tasks, challenges, and diagnoses?
A
  • basic academic skills
  • following rules
  • making friends
  • showing off too hard
  • concentration

-ADHD
- leanring disorders
- anxiety

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11
Q

Developmental period:

12-20

  • what are some developmental tasks, challenges, and diagnoses?
A
  • identity
  • achievement
  • close friendships
  • self-acceptance
  • romance
  • arguing
    -lonley
    -self-esteem
  • rejection
  • sensitive to peer opinion
  • anorexia
  • alchohol use
  • suicidality
    -self harm
  • depression
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12
Q

What are the six core principles of developmental psychology?

A
  1. Multi-causality
  2. Continuity and Discontinuity
    3 Developmental Pathways (equifinality and multi finality)
  3. Risk processes
  4. Promotive and protective factors
  5. Developmental cascades
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13
Q

Developmental psych principle #1:
what is multi-causality?

A

The child and their environment are interdependent…

this means that you have to look at what’s happening within the child and within the environment they are apart of.

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14
Q

Developmental psych principle #2:
What is continuity and discontinuity?

A

both describe trajectory of a disorder.

continuity - past behaviour predicts future behaviour… aggressive child –> aggressive adult.

discontinuity - past does not predict future. abrupt changes in behaviour.
calm child –> murderous adult.

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15
Q

Developmental psych principle #3:

What are the developmental pathways equifinality and multifinality?

A

Equifinality: (equal finish) = different life events can lead to a similar experience.

e.g., poverty –> depression
isolation –> depression
no friends –> depression..

Multi-finality: (multi-finish) = a similar experience leads to a bunch of different outcomes depending on the kid.

e.g., depression –> suicidality
depression –> therapy
depression –> making sad friends. (lol idk)

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16
Q

Developmental psych principle #4:

What are risk processes in childhood development?

A

definition: characteristics, events, or processes that put the individual at risk for the development of psychological processes..

lots of different kinds of risks..
- structural vs. individual risks
- proximal vs. distal risks (direct and indirect)
- Accumulation of risks
- non specific risks…
(will go into all of this)
- timing of risk
- periods of vulnerability
- risk for onset may differ from risk for persistence

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17
Q

what are structural and individual risks?

A

structural = a risk within the community / economy that has affected the individual.

individual = the risk someone expereinces directly.

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18
Q

what is proximal vs. distal risks (direct and indirect)

A

proximal risk = losing your job

distal risk = your father losing his job

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19
Q

what is accumulation of risks?

A

children are likely to be resistant to 1 or 2 risks, but when there are more risks children are less likely to be resilient

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20
Q

what is a non specific risk?

A

having this risk doesn’t mean you will end up with a disorder.

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21
Q

what are some different condition that lead to poor mental health in youth?

A
  • Identify as non-binary or LGBTQ.
  • Born in Canada
  • Housing instability
  • Poverty & deprivation
  • Activities after bedtime
  • Victimization and discrimination
  • Relation or close friend attempted suicide.
  • Experienced a concussion.
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22
Q

Does the timing of when a risk factor happens matter?

A

yes. the impact will be significantly different if the child is 2, 10, 16, ect..

this is why its important to know what happened to a child at what age.

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23
Q

When is a time of heightened vulnerability for risk factors?

A

puberty

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24
Q

true or false! there are different sets of risk factors that explain why a disorder persist then why it starts.

A

true! risks for onset and persistence differ!

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25
Q

Developmental psych principle #5: what are promotive and protective factors?

A

promotive:
characteristics within the PERSON or the ENVIRONMENT that serve to reduce negative behaviour and promote positive healthy development.

Protective:
characteristics, EVENTS, OR PROCESSES that promote ADAPTATION in the CONTEXT OF RISK.

examples promotive:
= eating healthy, sleeping enough, volunteering, internal strengths, enough time with friends, abstaining from drugs.

examples of protective: going to therapy. lol idk

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26
Q

Developmental psych principle #6:

what are developmental cascades?

A

a chain reaction.. earlier processes affect subsequent development.

explaination for co-morbidity?

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27
Q

Second Major Framework:

social - structural - power framework.

A

just talks about oppression, structural and systemic factors, inequity

Goal:
We want to help people see the inequities in society, and see how the system that they are apart of is unfair.
- Lets not always locate the problem within the child.

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28
Q

what is oppression?

A

the use of power to disempower, marginalize, silence or otherwise subordinate one social group or category, often in order to further empower and privilege the oppressor

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29
Q

what is meant by structural competency?

A

sometimes structural and social barriers can be a better explanation for someones mental health than the internal risk someone might be experiencing…

e.g., socioeconomic disparity, systemic issues surrounding educational environment (e.g., bad teachers), heath care..

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30
Q

what does inequity mean?

A

unequal access to opportunities.
unequal representation.
unequal power.

access: safe housing, health care, good education, employment, clean environment

representation: in schools, government, media, products.

power: resources, information and knowledge, positions of leadership

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31
Q

how does representation lead to equity?

A

the more representation of diverse groups there are in positions of power (poor / mental health), the more likely those people will do things like pass bills to bring equity to those areas.

also, the knowledge of how to do things gets shared. increases privilege and shared power.
e.g., if your dad went to university, he can tell you how to go to university.

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32
Q

What are some structural barriers that create and maintain wellbeing?

A
  • too many police in neighbourhoods
  • racial segregation
  • educational funding
  • employment pattern
  • racial income inequity
    -home ownership
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33
Q

Name this theory

Racism is systemic versus an individual problem of prejudice, stereotyping
“locates the foundations of racism not in hearts and minds of biased individuals but instead in ecological structures of racism inscribed in everyday worlds”

A

Critical race theory

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34
Q

What are some internal risks for the biological level of analysis?

A

genetics
neurobiology
temperament

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35
Q

what are some external risks for the biological level of analysis?

A

environmental experiences

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36
Q

What is an interactive model for the biological level of analysis?

A

gene-environment interactions

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37
Q

Biological internal risk factors:

how do genetics contribute to risk?

A
  • genetic inheritance (single / multiple)
  • hormones and neurotransmitters (proteins)
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38
Q

Do genes determine behaviour?

A

no.

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39
Q

are genetic influences malleable?

A

yes

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40
Q

How can neurobiology contribute to biological internal risk factors?

A

brain structures and function:
- Limbic system
- Basal ganglia
- cerebral hemisphere (e.g., frontal lobe)
- endocrine system (pituitary, thyroid, hormone regulation, adrenal gland)

Neurotransmitters
- dopamine, serotonin, norepinephrine.

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41
Q

How does Temparment contribute to biological internal risk factors?

A

things like:
- regularity of sleeping
- eating
- reactions to new stimuli (withdrawn or no?)
- mood
- distractability
- intensity of reaction

are kids easy going? or difficult…

built in differences that you can start to notice from a few months old.

–> I guess more difficult temperament is a biological factor that contributes to risk..

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42
Q

How does the malleability of the brain contribute to biological EXTERNAL risk factors?

A

when brain development is affected by a lack of opportunities and limitations..

e.g., poor prenatal care, prenatal drug exposure.
e.g., diet, toxins, brain injury, inadequate stimulation.

these are environmental factors that shape a kids brain into RISK lol.

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43
Q

how does someones experience affect their biology?

A

neuroplasticity
- selective pruning as brain develops

Epigenetic changes :
- turning on and off genes

Hypothalamic-pituitary-adrenal (HPA) axis
- basically keeps that cortisol pumping and keeps kid in stress response.
- stress becomes toxic and affects behaviour and health.

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44
Q

How is poverty an example of a biological external risk factor?

A
  • clean drinking water
  • access to healthy food.
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45
Q

How do biology and envionment come together to create an interactive perspective on risk?

A
  • epigenetics
  • genetic vulnerability ONLY results in a disorder when there are additional environmental risks present.
                                                     ... yes if envi stessy genetic vulnerability --> disorder?
                                           ... no if no envi stressy
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46
Q

are genes and environment interdependent?

A

no.

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47
Q

how does the diathesis stress model contribute to an interactive perspective on biological risk?

A

adversity will ONLY lead to a negative outcome in individuals that carry some form of vulnerability..

e..g, the vulnerability of a irritable temperament, when met with the adversity of critical or unpredictable parenting can lead to the outcome of poor adjustment.

                                             ...yes if genetic vul adversity --> neg outcome? 
                                            ... no if no genetic vul
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48
Q

interactive model #3.. woohoo!

what is differential impact theory?

A

person X environment = adjustment…

has more weight in environmental context.
- systems surrounding someone are responsible for adaptation.
- individual susceptibility holds less weight.

the impact of individual factors matters less when the risk factors in the environment are really high.. it doesn’t really matter what kind of temperament you have if you are in a high risk context (poverty / abuse).

  • how that kid is doing will have more to do with their access to interventions than biological makeup.
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49
Q

At the psychological level of analysis, what are some internal risk factors?

A

emotion theories

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50
Q

At the psychological level of analysis, what are some external risks?

A

behavioural theories.

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51
Q

At the psychological level of analysis, what are some interactive theories?

A

cognitive theories

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52
Q

psychological internal risk factors…

what is the difference between emotions / mood?

A

emotions are short
moods are long.

emotions can help us focus our attention, internal monitoring on how you’re feeling. learn from our own emotions and other peoples.

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53
Q

psychological internal risk factors..

how does emotional regulation contribute?

A
  • ability to self soothe
  • regulate emotional intensity
  • ability to integrate mixed emotions..
  • culturally appropriate displays of emotions.
  • feel emotions without letting them take over..

basically just how emotions are maintained, regulated, and restored dictates healthy emotional functioning..

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54
Q

why will someone who is highly emotionally reactive be at a higher vulnerability for risk?

A

they will have a bigger job of regulating their emotions.

55
Q

How does Applied Behaviour Analysis (operant conditioning) become an external psychological risk factor?

A

uhm idk?

  • reinforce behaviour to increase..
  • punish behaviour to decrease…

maybe textbook?

56
Q

how does Antecedents-behaviours-Consequences (ABCs) contribute to a psychological external risk factor?

A

what happens before and after the problematic behaviour might be maintaining the Childs maladaptive behaviour.

e.g., what happens before / after a meltdown might reinforce a child to act anxious or aggressive.

57
Q

classical conditioning somehow also affects psychological external risks.

A
  • little Albert
  • generalization.
  • I have no idea.
58
Q

How does social cognition fall under an interactive model of psychological risk?

A

cognitive deficits = when people get mad before they know what is happening.

Cognitive disorders
- magnifying the importance of something
- mind reading
- catastophizing

Attribution styles.

59
Q
A
60
Q

Does socia

A
61
Q

ls social learning theory an interactive approach to understanding psychological risk?

A

yes, because modelling.

modelling things like:
- problem solving,
- self care
- how we apologize and repair
- how we handle mistakes
- how we ask for help
- how we navigate conflict.

62
Q

relational / contextual level of analysis
internal risk factor?
theories:

A

attatchment theories

63
Q

Relational / contextual level
external risk factors?

what are things that influence?

A

social, family and cultural influences

64
Q

Relational / contextual level:
interactive models:
what theories / models?

A

-family systems theory
-ecological models..

65
Q

attachment theory

how does it contribute to an internal risk factor for the relational / contextual level of analysis?

A
  • caregiver sensitivity and attunement to child..
  • and the quality of interaction between them..

When secure, enables child to feel:
- safe
- can explore freely
- trust
- easily soothed..

also insecure attachment (anxious-avoidant & anxious resistant)

also disorganized / disoriented attatchemtn..

  • see child can’t be soothed as easy when having these attatchment styles.
66
Q

What was the stillface experiment?

A

mom stops responding / engaging with baby.. baby freaks out and tries everything to get moms attention. mom doesn’t give attention. lots of distress.

  • secure attachment –> baby can overcome this struggle when mom gives it attention again.
67
Q

what are some advantages about secure attachment?

A

can regulate emotions

can learn about the world through parents emotional reactions to things..
parent safety signals –> world is safe.

68
Q

What is internal working models?

they are an internal risk factor at the relational / contextual level of analysis

A

What is initially relational with caregivers becomes internalized. Becomes an internal representation of yourself & others

Self
- worthy of love.

Others:
- how predictable other people are
- if others will help you
- affects how you let others treat you

69
Q

Relational/Contextual External Risk Factors

The kinds of systems that a child is embedded in

A

microsystem,
macrosystem (schools, families, neighbourhoods, economic, legal, political, cultural worldview)

sometimes intervention needs to happen beyond the individual..
- e.g., relationships, teachers, psychologists?

I think this just means its not always the individuals fault and sometimes we need to problem solve in their systems.

70
Q

Relational/Contextual External Risk Factors

Parenting styles

A
  • Responsiveness (warm / harsh)
  • Demandingness ( high expectation / low)
  • Acceptability of conflict, dissent, vulnerability
  • there re bidirectional links between parent and child..
  • parent affects child and child affects parents.
71
Q

Relational/Contextual External Risk Factors

What are some broader family factors?

A
  • divorce, parental experienced trauma, parent pathology, inter-parental conflict, family violence, parent incarceration…

all of these obviously have an effect on the Childs mental health

72
Q

Relational/Contextual External Risk Factors

How does culture impact this?

A

big central piece..
- how people understand their identify and family, and values.

  • big cultural differences around tolerance or acceptance of “deviance”
  • how boys / girls should act
  • if being different is ok
  • is it okay not to be okay?
73
Q

Relational/Contextual External Risk Factors:

other contexts that affect…

A
  • peer context
  • school context
  • neighbourhood context
  • socioeconomic context
  • intergenerational context
  • colonialism
  • police context
  • social determinants of health
  • oppressive social forces.
74
Q

What are some examples of social determinants of mental health?

A
  • unfair, unjust distribution of opportunity in terms of power, empowerment, voice, and access to resources.

e.g., food insecurity, underemployment, discrimination, unequal access to transportation, unequal access to health insurance, area-level poverty ect ect.

75
Q

Relational/ contextual

Interactive model..

“problems lie in the structure and functioning of all relationships within a system”

A
  • goodness of fit (between a persons biological / phisological needs and what their environment is providing them).
  • family systems theory
    (problems are in the relationships between family, not within the child)
  • ecological model.
    (interrelationships among proximal and distal influences)
76
Q

talk a little bit about the ecological model?

A

child in the middle..
micro system their family
meso system other kinshi[p networks (neighbours)
exosystem (government, parks, safety, economy).
broder environemtn (climate, ect)

77
Q

Define: diagnosis

A

the act of assigning a kid to a diagnostic category
.

78
Q

what is classification?

A

an aspect of assessment that allows us to make a diagnosis.

diagnosis is only as good as the classification system

79
Q

how do you tell if you have a good classification system?

A
  • inter-rater reliability
  • test-restest reliablity
  • validity
  • clinical utility
80
Q

What is a categorical classification system?

A

the DSM-5
- qualitative.

  • categories are discrete… you are either in or out of a category.
  • categories are different than other categories…
    (schizophrenia is different than anxiety).
81
Q

define prognosis

A

way the disorder plays out

helps determine treatment planning and evaluation.

82
Q

what are some limitations of the categorical system?

A
  • over-simplifies.
  • people rarely fit perfectly into a category
  • heterogeneity within categories (different symptoms within the same diagnosis)
  • sub threshold
  • barriers to services
  • labeling and stigma.
83
Q

What is Dimensional Categorization?

A

empirically based.

qualitative..
“to what extent are you a purple cloud”

e.g., the child behavioural checklist (CBCL) is an example of dimensional categorization

categories like:
“anxious depressed symptoms / withdrawn depressed”

84
Q

What are some features of CBCL?

A

multiple informants
(anyone who is reliable is interview about the child)

Norms
(what percentile is the kid in? / how well are they doing compared to their peers?)

profiling
- what we worried about? what they struggling with?

85
Q

What are the weaknesses of dimensional categorization?

A
  • profiles are less familiar.
  • because of empirical methods might not statistically be a syndrome.
86
Q

Why is culture important?

A

everything has cultural assumptions baked into it..

all symptoms exist within a cultural context.

  • identity
  • parenting / socialization
  • norms around acceptable behaviour
  • conceptions of happines
  • definitions f mental health and well-being
87
Q

What are some cultural considerations to keep in mind when evaluating a child?

A
  • individualistic culture
  • family context
  • sibling dimensions
  • family ideas about communication and sharing
  • cultural norms of sleeping
  • cultural norms of schools

are some..

88
Q

don’t look for a psychological explanation for a Childs difficulties when there is a cultural one.

A

word.

aka don’t pathologies cultural ways of being.

e.g., grieving vs psychosis…

e.g.., “parentified child”, triangulation

eg.., “enmeshed” parent-child relationships

are some ways collectivistic cultures can be apathologized

89
Q

DSM-5 is a cultural document..

A
  • there are lots of assumptions.
90
Q

What is acute stress disorder?

A

-Form of trauma and stressor- related disorder
-Develops within 1 month after extreme traumatic event
-Symptoms are basically the same as PTSD, but last for one month or less

91
Q

what is structured and unstructured interviews?

A
  • more targeted questions..
  • used to get into what the concerns are
  • what was tried / not tried..
  • ask about younger years (e.g., if the kid started walking and talking at age appropriate times)
  • looks at who the kid is and what their symptoms are.
92
Q

What are behavioural assessments?

A

have to look at ABC’s
(antecedents - behaviours - consequences)

e.g., teased at school –> school refusal –> no teasing..

have to go to the school and see what is happening, verbal assessments isn’t enough sometimes. // see if there is anything reinforcing behaviours (aka the consequences)

93
Q

What is evaluated in psychological assessments?

A
  • personality
  • self esteem / self concept
  • mood /emotions
94
Q

What is PTSD?

A

-Chronic stress disorder
- persistent anxiety following an overwhelming traumatic event that occurs outside the range of usual human experience.

95
Q

What are PROJECTIVE measures?

A

an ambiguous stimuli (like the inkblot test) that people project on to let you know how they feeling.

  • drawings, storytelling, play.
96
Q

What is the intellectual-educational assessment?

A
  • intellectual functioning
  • developmental scales
  • achievement tests…
97
Q

what are some neuropsychological evaluations?

A
  • memory functioning, auditory processing
  • neurodevelopment disorders.
98
Q
A
99
Q

What are 3 possible causes of trauma?

A

Familial, supernatural, war related

100
Q

What is multifinality?

A

Various outcomes may stem from similar beginnings

101
Q

What is equifinality?

A

Similar outcomes stem from different early experiences

102
Q

Always consider symptoms in light of any trauma history

A

That’s it lol she dedicated a whole slide to saying that haha

103
Q

What are three types of abuse?

A

Physical, sexual, emotional

104
Q

What are three types of neglect?

A

Physical - warm clothes, health safety
Emotional - exposure to fam violence, drug use
Educational - failure to send to school, or not caring if they go

105
Q

What are some adult outcomes of trauma (multifinality)

A
  • mood disturbances
  • PTSD
  • sexual adjustment, traumatic sexualization
  • criminal and antisocial behaviour
  • resilience
106
Q

What is a paradoxical dilemma associated with abuse?

A

Affection and attention may coexist with violence and abuse
- child may have a fear of being removed from family if they tell on them

107
Q

What are 5 developmental consequences of abuse and neglect?

A
  • poor early attachment and emotion regulation
  • poor neurobiological development
  • emerging view of self and others
  • peer relationships
  • educational, cognitive, learning
108
Q

Define poor early attachment and emotion regulation

A
  • struggle to manage own emotional expression ( if crying elicits yelling from parent, emotional reg. Is affected
  • misinterpreting or over-interpreting emotions of others
109
Q

Define poor neurobiological development

A

-Acute and chronic Formosa stress may cause changes in brain development and structure
- neuroendocrine system becomes highly sensitive to stress

110
Q

What are the main parts of the brain responsible for reactions to stress?

A

HPA (hypothalamic-petutiary-adrenal axis)
Amygdala
Prefrontal cortex

111
Q

Explain 5 steps of the HPA Axis

A

-amygdala detects stress, message to hypothalamus
-hypothal stimulates pituitary gland, releases stress hormones
- hormones travel out of brain to adrenal glands
-adrenal glands release cortisol into body
- cortisol sets other organs into action

112
Q

What is chronic stress?

A

-persistent activation of the stress system
- increased wear and tear on the body over time - increased allostatic load
- chronic physiological dysregulation (blood pressure etc)
Long term stress changes the stress response system, makes less cortisol since there is so much in the body already

113
Q

What is a window of tolerance?

A

When people experience abuse, they react on both extremes:
Hyperarousal- hypervigilance, panic, anxiety, anger, agitation
Hypoarousal- numbness, shut down, poor self care, poor boundaries
-how wide or narrow that window is varies across people and time

114
Q

Define “emerging view of self and others” for developmental consequences

A
  • may have negative representational models
  • developing poor components of self identity: feeling inferior, lost in world, poor beliefs about self - can come from abuse
115
Q

Define “peer relationships” for developmental consequences

A

-hypervigilance
-cognitive distortions
-social sensitivity - misinterpretations of others emotions based on what is experienced at home

116
Q

What is resilience?

A

Ability to avoid negative outcomes despite being at risk

117
Q

What is the most important protective factor?

A

Security attachment - not just parents, friends too

118
Q

What is individualistic and historical notions of intergenerational trauma?

A

Individualistic: transfer of the impacts of historical trauma and grief to successive generations
Historical: collective wellbeing, not just one person - consequences of numerous and sustained attacks against a group may accumulate over generations and interact with proximal stressors to undermine collective well-being

119
Q

What can cause poorer individual well being (child) due to residential schools?

A
  • loss of language, disrupts communication
  • lack of good role models
  • loss of pride in who you are
  • epigenetic negative effect on children
  • can create insecure attachment styles
120
Q

What can cause poor collective wellbeing due to residential schools?

A
  • loss of community conectivness
    -loss of cultural connection
  • broken connectivity to land
121
Q

What is reactive attachment disorder?

A

-inhibited, emotionally withdrawn behaviour toward caregiver
- social/emotional disturbance
-extreme insufficient care (kids growing p in group homes, war torn countries, orphanages)
-uncommon, even in clinical samples

122
Q

What is Disinhibited Social Engagement Disorder?

A

-child actively approaches unfamiliar adults
-no stranger danger, will approach and be loving with anyone
-extreme insufficient care
-uncommon, even in clinical samples

123
Q

What is adjustment disorder?

A

Reaction disproportionately large to situation
Stressor doesn’t need to be extreme
Usually ongoing stressor

124
Q

How does PTSD show up in children?

A

Under age 6 the criteria is simplified
Play, nightmares, drawings, aggression

125
Q

What is complex trauma?

A

Exposure to multiple, chronic, and prolonged traumatic events
Often begins in early development
Often occurs in the context of chaotic or deprived family environment
Not recognized in the DSM

126
Q

What are internal biological risks?

A

Genetics
Neurobiology
Temperament

127
Q

What are external biological risks

A

Environmental experiences

128
Q

What is a internal phsychological risk

A

Emotion theories - personality

129
Q

What are psychological external risk

A

Behavioural theories

130
Q

What are internal relational/ contextual risks

A

Attachment theories

131
Q

What are external relational/ contextual risks

A

Social, family, cultural influences, social justice perspectives

132
Q

What are risk factors for physical abuse? (Like risk factors contributing to why parent abuses)

A

Parenting deficits (lack of knowledge for better parenting)
- over rely on coercive and negative discipline techniques like threats and angry commands
- poor childrearing preperation
- low executive function for problem solving, cognitive, flexibility, planning
- schema’s of expectations of the children, parents, self
- maladaptive attributions and appraisals
- at risk personality types
Low emot8onal regulation
Health problems
Social, economic, cultural contexts

133
Q

how do adverse childhood experiences (ace) contribute to parents being at risk for abusing?

A

Including one’s own history of insecure attachment
- less sensitive, more intrusive
- tiggers to ability to respond sensitively
This interferes with:
Empathy for child
Reflective functioning

134
Q

What are three steps for prevention and intervention of parents abusing children?

A

Focus on child
Focus on parent
Destigmatizing

child psychopathology (2 decks)

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