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Behavioral and Emotional Problems > Exam 1 > Flashcards

Exam 1 Flashcards

1
Q

Statistical deviance

A

The infrequency of certain emotions, cognitions, and/or behaviors

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2
Q

Sociocultural norms

A

The beliefs and expectations of certain groups about what kinds of emotions, cognitions, and/or behaviors are undesirable or unacceptable

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3
Q

Mental health definitions

A

Theoretical or clinically based notions of distress and dysfunction

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4
Q

Psychopathology

A

Intense, frequent, and/or persistent maladaptive patterns of emotion, cognition, and behavior

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5
Q

Developmental psychology

A

Extends that description to emphasize that these maladaptive patterns occur in the context of normal development, and result in the current and potential impairment of infants, children, and adolescents

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6
Q

Developmental epidemiology

A

Frequencies and patterns of distributions of disorders in infants, children, and adolescents

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7
Q

Prevalence

A

The proportion of a population with a disorder (i.e., all current cases of the disorder)

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8
Q

Incidence

A

The rate at which new cases arise (i.e., all new cases in a given time period)

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9
Q

Structural barriers to care

A

Include lack of provider availability, long waiting lists, inconveniently located services, transportation difficulties, and inability to pay and/or inadequate insurance coverage

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10
Q

Barriers related to perceptions about mental health difficulties

A

The inability to acknowledge a disorder, denial of problem severity, and beliefs that difficulties will resolve over time or will improve without formal treatment

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11
Q

Barriers related to perceptions about mental health services

A

Lack of trust in the system, previous negative experiences, and the stigma related to seeking help

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12
Q

Continuous models of psychopathology

A

Emphasize the ways in which normal feelings, thoughts, and behaviors gradually become more serious problems, which may then intensify and become clinically diagnosable disorders
There are no sharp distinctions between adjustment and maladjustment
Also referred to as dimensional or quantitative models

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13
Q

Discontinuous models of psychopathology

A

Emphasize discrete and qualitative differences in individual patterns of emotion, cognition, and behavior
There are clear distinctions between what is normal and what is not
Sometimes referred to as categorical or qualitative models

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14
Q

Neural plasticity

A

Involves the development and modification of neural (or synaptic) circuits, with “overwhelming” evidence that both positive and negative experiences can influence the wiring diagram of the brain
Whereas we once believed that brain development was relatively complete by age 3, and that any damage was permanent and irreversible, we now understand that plasticity if associated with important growth after the age of 3 and with the lifelong potential for new, improved, and recovered function

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15
Q

Genotype

A

The genetic makeup of an individual

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16
Q

Phenotype

A

The observable characteristics of an individual

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17
Q

Human Genome Project

A

A collaborative effort by the Department of Energy and the National Institutes of Health to identify the approximately 30,000 genes in human DNA and determine the sequences of the 3 billion chemical base pairs that make up human DNA
Goals of the project include basic science data o the mapping, sequencing, and analysis of genes (genomics) and the application of this data for medical, educational, and technological benefit

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18
Q

Classical conditioning

A

Pavlov
A learning process in which an innate response to a potent stimulus comes to be elicited in response to a previously neutral stimulus; this is achieved by repeated pairings of the neutral stimulus with the potent stimulus

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19
Q

Operant conditioning

A

Skinner

A learning process in which behavior is sensitive to, or controlled by its consequences

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20
Q

Reinforcement

A

The idea that positive and negative consequences lead to changes in behavior

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21
Q

Observational learning

A

Bandura

Occurs through observing the behaviors of others

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22
Q

Behavioral models

A

Have an outward orientation, focusing on the individual’s observable behavior within a specific environment
Environmental variables have powerful effects on the development of personality and psychopathology

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23
Q

Cognitive models

A

Focus is on the components and processes of the mind and mental development

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24
Q

Cognitive and behavioral interaction and integration

A

These approaches emphasize the ways in which children’s thinking influences the many varieties of learning, and the ways in which delays or deficits in cognition influence the emergence of disorders

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25
Q

Humanistic models

A

Emphasize personally meaningful experiences, innate motivations for healthy growth, and the child’s purposeful creation of a self
Psychopathology is usually linked to interference with or suppression of the child’s natural tendencies to develop and integrated (or whole) sense of self, with valued abilities and talents

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26
Q

Family models

A

Propose that the best way to understand the personality and psychopathology of a particular child is to understand the dynamics of a particular family

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27
Q

Sociocultural models

A

Cultural considerations have moved from the periphery of inquiry to the core

28
Q

Ecological models

A

The immediate environments, or “behavior settings” in which children grow and make sense of their lives
Include homes, classrooms, and neighborhood playgrounds
These behavior setting are in turn influenced by broader variables, such as current societal values and norms, political conditions, socioeconomic status, technological changes, demographic conditions, and geographic conditions

29
Q

Elder’s sociocultural model (key assumptions)

A

Children develop within the social arrangements of a given moment
These arrangements are changed by events and trends
Developing individuals change history
Cultures make sense of the ways of development

30
Q

Brofenbrenner’s ecological model

A 
You
Microsystem
Mesosystem
Exosystem
Chronosystem
31
Q

Microsystem

A

Family, school, peers, religious affiliation, workplace, and neighborhood

32
Q

Mesosystem

A

Family school peers religious affiliation workplace neighborhood
(How they effect each other)

33
Q

Exosystem

A

Economic system, political system, education system, government system, religious system

34
Q

Macrosystem

A

Overarching beliefs and values

35
Q

Chronosystem

A

Dimension of time

36
Q

Historical links to Minnesota

A 
Shaped developmental psychopathology as we know it
Extraordinary concentration of scholars
Gregarious catalysts like Garmezy
Proximity of Elliot Hall and ICD
Willingness to collaborate
Generativity and mentoring tradition
37
Q

Developmental psychopathology core principals

A 
Developmental
System
Multilevel
Normative
Agency
Mutually informative
Longitudinal
38
Q

Developmental principle

A

To understand the origins, course, and consequences of behavioral and emotional problems in a developing organism, it is essential to consider what we know about development

39
Q

Systems principle

A

Humans are living systems and therefore DP, like developmental science more generally, requires a systems perspective
DST is the prevailing conceptual framework in developmental science

40
Q

Multiple levels principle

A

Processes involved in mental health and development occur at multiple levels of organism and socioecological context that interact and can be studied at multiple levels

  • Molecular and genetic
  • Neurons and neural function
  • Relationships
  • Culture
  • Solar system
41
Q

Normative principle

A

Psychopathology is defined in relation to what is generally expected for people of about this age, in this time in history, in this kind of situation or context

42
Q

Mutually informative principle

A 
It is informative to understand:
-good outcomes as well as problems
-normal as well as deviant
Each informs and defines the other:
-normal development --> psychopathology
-psychopathology --> normal function
Understanding resilience informs the study of pathways to psychopathology
43
Q

Longitudinal principle

A

It is important to study individuals through time

Patterns and pathways of individual development in relation to normative longitudinal patterns

44
Q

Agency principle

A

Humans are active agents in their own development

45
Q

Discipline view of DP

A

Developmental psychopathology is a scientific discipline focused on behavioral adaptation and maladaptation in the context of developmental change

46
Q

Perspective view of DP

A

The study of adaptive behavior over the life course from a developmental perspective

47
Q

Development as distinct from other kinds of change

A

Change over the life course
-orderly change
-beyond just growth, transformative change
Arising from many interactions at multiple levels
-organism and context
-genes, brain function, cognition, relationships, experiences
-so many interactions that no two people are alike, not even identical twins

48
Q

Multilevel system interactions

A

Child “pushing buttons” of parents or peers
Sensation seeking adolescent recruits like minded peers for adventure
Child internalizes values of parents
Farm economy collapse alters parenting which affects children
Gang membership amplifies deviant behavior of a 10 year old boy
Early maturing girl with older boyfriend becomes addicted to cocaine
Taxing cigarettes prices teens out of the market
Depressed mother neglects newborn who fails to thrive
Medication alters brain chemistry and then behavior

49
Q

G x E

A

Gene by environment

Specify the role of genetics in influencing children’s vulnerability to particular risk factors

50
Q

Probabilistic epigenesis

A

The many potential pathways of development that can emerge from many GxE interactions across multiple levels
-probabilistic rather than deterministic because there are many ways that multiple influences alter development

51
Q

Developmental pathways

A

Adjustment and maladjustment are points or places along a lifelong map
Models and theoretical descriptions of change
Observed prevalence, incidence, growth over time
-in adaptive behavior
-in symptoms or problems
-in disorders

52
Q

Diathesis-stress model

A

Illness develops from a combination of vulnerability (individual) and stressful experiences

  • vulnerable host
  • net “liability” varies over the course of development
  • note that life experiences can change the direction of the path followed by the individual
53
Q

Equifinality

A

Sets of differing circumstances that lead to the same diagnosis

54
Q

Multifinality

A

Sets of similar beginnings that lead to different outcomes

55
Q

Continuity

A

Stability

56
Q

Discontinuity

A

Change

57
Q

Resilience

A

Adaptation (or competence) despite adversity

58
Q

Risk factors

A

The individual, family, and social characteristics that are associated with this increased vulnerability

59
Q

Protective factors

A

The individual, family, and social characteristics that are associated with this positive adaptation

60
Q

Risk

A

Increase vulnerability to disorder

61
Q

Examples of risks

A

Poverty
Maltreatment
Genes
Harsh parenting

62
Q

Two kinds of judgments involved in identifying resilience

A 
Risk
-trauma
-neglect
-poverty
-war
-natural disaster
Adaptation
-achievement 
-mental health
-physical health
-happiness
-developmental task success
63
Q

Competence

A

Effective functioning in important environments

64
Q

The short list for resilience

A 
Capable caregiving and parenting
Other close relationships
Problem-solving skills
Self-regulation skills
Motivation to succeed
Self-efficacy
Faith, hope, belief life has meaning
Effective schools or ECE
Effective communities
Effective cultural practices
65
Q

What does the short list mean?

A

Basic adaptive systems are important for resilience under many different circumstances
Adaptive capacity extends beyond the person into other social and cultural systems

Behavioral and Emotional Problems (2 decks)

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