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Childhood psychopathology > Exam 1 > Flashcards

Exam 1 Flashcards

1
Q

criteria of abnormal behavior

A
  • atypical compared to others
  • harmful
  • doesn’t follow developmental norms
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2
Q

variable affecting abnormal behavior

A
  • culture
  • gender and situation
  • role of others
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3
Q

things affecting identification of problems in youth

A
  • developmental norms
  • quantitative changes
  • qualitative changes - cultural norms
  • gender norms
  • situational norms
  • role of others
  • changing view of abnormality
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4
Q

developmental norms

A

cognition, emotion, and social behavior are us a lot for dx

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5
Q

quantitative changes

A

atypical frequency, intensity, or duration of behavior; behavior in inappropriate situations

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6
Q

qualitative changes

A

behaviors are lacking or present in a non-typical way; ex: autism spectrum disorders

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7
Q

cultural norms

A

influenced by expectations, judgments, beliefs, parenting and teaching style

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8
Q

gender norms

A

influence judgment about emotions and behaviors

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9
Q

situational norms

A

what’s expected in specific settings or social situations (ex: running in library vs on playground)

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10
Q

role of others

A
  • adults involved in the child’s life (parents, other family members, teachers, physicians)
  • detection of behavior, disposition, and emotion may disagree
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11
Q

changing views of abnormality

A

enhanced knowledge and scientific study push views forward

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12
Q

impact of developmental level on abnormality

A
  • there’s evidence that disorders have a particular age of onset
  • birth: language disorders, autism, rett’s disorder, asperger’s disorder
  • 6 yrs: learning disorders, conduct disorders
  • 12 yrs: schizophrenia, drug abuse, bulimia, anorexia nervosa
  • 50% of adults with mental illness report symptoms by 14
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13
Q

impact of gender on abnormality

A
  • boys are at higher risk for many disorders
  • gender differences exist in timing (puberty differences), developmental change, and expression of problems (physical vs. social aggression)
  • males externalize problems more
  • females internalize problems more
  • many females are overlooked because historically more male patients, more research on males, disorders described in male expression)
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14
Q

disorders with higher prevalence in males

A
  • autism spectrum disorder
  • oppositional disorder
  • drug abuse
  • intellectual disability
  • adhd
  • conduct disorder
  • language disorder
  • reading disability
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15
Q

disorders with higher prevalence in females

A
  • anxieties
  • depression
  • eating disorder
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16
Q

early explanations of psychopathology

A
  • demonology: behavior results from being possessed
  • somatogenesis: mental disorder can be attributed to bodily malfunction or imbalance
  • syndromes: constellation of symptoms that generally occur together(ex: paranoia symptoms: hallucinations, disturbed thinking, etc.)
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17
Q

19th century psychopathology

A
  • progress in identifying and classifying mental illness

- some childhood disorders identified (focused on mental retardation)

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18
Q

20th century psychopathology

A

developments began to fundamentally alter how children and adolescents were viewed

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19
Q

Sigmund Freud

A
  • one of the 1st people to talk about child development affecting adult experience
  • psychosexual theory of development
  • structures of the mind
  • childhood is a critical time period
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20
Q

behaviorism

A

behavior is learned by interactions with out environment

  • classical conditioning (pavlov)
  • law of effect: behavior is shaped by consequences (thorndike)
  • operant learning: reinforcement and punishment (skinner)
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21
Q

social learning theory

A

(bandura’s boba doll)

  • environmental factors: social norms, access in community, influence on others
  • cognitive factors: knowledge, expectations, attitudes
  • behavioral factors: skills, practice, self-efficiency
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22
Q

application of learning principles in treatment

A
  • behavior modification

- cognitive behavior therapy

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23
Q

mental hygiene and child guidance movements

A
  • began in late 1800s

- focused on assessment and treatment of children with educational problems

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24
Q

G. Stanley Hall

A
  • 1st apa president

- moved the field towards assessing, intervening, and collecting data

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25
Q

Binet and Simon

A

1st iq test for children

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26
Q

Gesell

A

looked into the way that we study children scientifically and developing norms

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27
Q

special considerations for working with youth

A
  • create therapeutic alliance (bond and trust between therapist and client)
  • informed consent protects basic rights of youth
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28
Q

why theory is important

A
  • explains behavior
  • conceptualize what’s happening
  • informed prognosis and treatment
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29
Q

vulnerability stress model

A

the more stressful something is the bigger impact it has

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30
Q

transactional model

A

development occurs via transactions between individual and environment

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31
Q

systems model

A

development occurs over time as systems interact

  • individual (age, sex)
  • microsystem: immediate environments (social ideologies and values of cultures and subcultures; family, school)
  • techno-subsystem (phones, internet)
  • mesosystem (connections between systems and microsystems)
  • exosystem: systems that influence individual indirectly through microsystem (gov., laws, education)
  • macrosystem: norms and values of culture
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32
Q

direct cause

A

variable x leads to outcome

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33
Q

indirect cause

A

x influences other variables that lead to the outcome

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34
Q

mediating factors

A

explains the relationship between variables

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35
Q

moderating factors

A

presence or absence of a factor influences relationships between variables

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36
Q

necessary cause

A

must be present for a disorder to occur

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37
Q

sufficient cause

A

can be responsible alone

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38
Q

contributing cause

A

not always necessary but sufficient for cause

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39
Q

equifinality

A

multiple things can lead to the same outcome

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40
Q

multifinality

A

one thing can lead to different outcomes

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41
Q

heterotypic continuity

A

symptoms change (as a person is developing, problems change)

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42
Q

homotypic continuity

A

stable symptoms

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43
Q

bowlby

A

did experiment to see if geese would attach to someone other than their mother

  • attachment is needed to insure infant survival
  • disturbances can cause problems
  • attachment is facilitated by smiling, crying, eye contact, proximity, etc.
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44
Q

ainsworth

A
  • strange situation task: parent and child go into room with toys. child explores, stranger interacts with child. parent leaves while this is happening. after a while, parent comes back
  • looks at how the child acts when alone and during reunion with parent
  • attachment leads to internal models that guide future relationships
  • secure, insecure, avoidant, resistant, and disorganized attachment
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45
Q

secure attachment

A

the child seeks contact upon parent’s return; parent is usd as anchor

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46
Q

insecure attachment

A

the infant fails to use the caregiver to relieve stress when they come back

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47
Q

resistant attachment

A

the child want comforting but is now unsure and stays away

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48
Q

avoidant attachment

A

avoids parent during reunion

49
Q

disorganized attachment

A

child has lack of consistent strategy, displaying contradictory behaviors

50
Q

Chess and Thomas

A

created nine categories of temperament

51
Q

three types of temperament

A
  • easy: pleasant mood, approaches new people, good with new situations
  • slow-to-warm: child has withdrawals, slow to react well to new situations
  • difficult: intense reactivity, negative mood (associated with psychological distress and maltreatment)
52
Q

goodness of fit

A

how does the parent respond to the child?

53
Q

three widely recognized dimensions of temperament

A
  • negative reactivity: emotionally volatility and irritability (best indicator of difficult temperament)
  • inhibition: describes child’s response to new people and situations (how withdrew or integrated)
  • self-regulation: (related to control of attention and effort for control)
54
Q

three elements of emotion

A
  • private feelings: sadness, joy, anger, etc.
  • autonomic nervous system arousal and bodily reactions
  • overt behavioral expressions: smiles, scowls, etc.
55
Q

emotional development

A
  • birth: basic emotions (joy, sadness, disgust, fear)
  • 2 months: social smile
  • 12-18 months: social referencing (expressions of others guide); shame/guilt (more complex emotions)
  • 2-3 yrs: name and talk about basic emotions
  • 2-5 yrs: connection between emotion and cognition
56
Q

social cognitive processing

A

thinking about the social world

  • how we take in, understand, and interpret social situations
  • how behavior is then affected
  • connection to maladaptive behavior
57
Q

emotion’s role in social cognitive processing

A
  • cognition and emotions interact (the way we think affect how we feel and vice versa)
  • poor understanding of emotion can lead to a child’s misperception of social cues
58
Q

pruning

A

unused neurons die off

59
Q

myelination

A

fatty tissue wraps around neuron to increase speed

60
Q

hindbrain

A
  • pons
  • medulla
  • cerebellum
61
Q

midbrain

A
  • connects hindbrain to upper structures

- reticular activating system

62
Q

forebrain

A
  • 2 hemispheres connected by corpus callosum
  • cerebral cortex (outer surface)
  • four lobes in each hemisphere
63
Q

subcortical

A

below cerebral hemisphere

  • thalamus
  • hypothalamus
  • limbic system
64
Q

teratogens

A

harmful substances that can impact a fetus

- associated with malformation, low birth weight, fetal death, functional and behavioral impairment

65
Q

fetal alcohol syndrome

A
  • motor impairments
  • multiple brain region impacts
  • lower intelligence, cognitive functioning, learning disabilities, hyperactivity, and conduct
66
Q

gene-environment interaction

A

differential sensitivity to experiences due to a difference in genotype

67
Q

gene-environment correlation

A

genetic differences in exposure to environments

  • passive: parents transmitting genes to children
  • reactive: both genetics and environment interplaying
  • active: genetic endowment of a child and how parents and child decide to use that gene.
68
Q

classical conditioning

A
  • learned response
  • Albert and Peter
  • Little Albert
  • neutral stimulus (white rat)
  • unconditioned stimulus: loud noise
  • unconditioned response(fear)
  • unconditioned stimulus + neutral stimulus (loud noise and white rat)
  • unconditioned response
  • controlled stimulus (white rat)
  • controlled response (fear)
69
Q

operant learning

A
  • positive and negative reinforcement
  • extinction
  • punishment
  • generalization
  • discrimination
  • shaping
70
Q

observational learning

A

Bandura’s bobo doll

71
Q

cognitive-behavioral perspective of cognitive processes

A
  • maladaptive cognition relates to maladaptive behavior
  • cognitive deficiencies: absence of thinking
  • cognitive distortions: inaccurate thought processes
72
Q

ecological model

A
  • child
  • family: siblings, parenting styles, family roles
  • community: peers, economic resources, schools
  • cultural/societal: behavioral norms, laws, racial diversity
73
Q

parent-child relationships

A
  • authoritative: high control, high warmth (explains why for rules)
  • authoritarian: high control, low control (because i said so)
  • indulgent/permissive: low control, high warmth (gilmore girls)
  • neglectful: low control, low warmth
74
Q

content validity

A

if the content of a measure corresponds to the content of the attribute of interest

75
Q

construct validity

A

if a measure corresponds to the construct underlying the attribute of interest

76
Q

face validity

A

if the measure, on the surface, seems appropriate to the attribute of interest

77
Q

concurrent validity

A

if the scores on a measure correlate with scores on another acceptable measure of the attribute of interest

78
Q

predictive validity

A

if the scores on a measure predict later scores on another acceptable measure of the attribute of interest or other outcome of interest

79
Q

reliability

A

replication of findings

80
Q

validity

A
  • internal: within the measure, are we measuring what we want to measure
  • external: can we general what we are studying
81
Q

descriptive method

A

describing something as it appears

82
Q

nonexperimental method

A
  • involves some statistics

- looks at differences between group and settings without experimenting

83
Q

experimental method

A

studying cause and effect using experiments

84
Q

case studies

A

focuses on an individual or one group

  • descriptive, nonexperimental
  • quasi experimental: can include manipulations
  • bridges the gap between clinical and research
  • detailed report of person and treatment
  • weakness: reliability and validity
  • cannot be genrealized
85
Q

correlations

A
  • nonexperimental

- explores relationships between factors without exposing participants to manipulations

86
Q

randomized controlled trials (rct)

A
  • strongest method for inferring causal links
  • clear hypothesis
  • independent variable
  • dependent variable
87
Q

single-case experimental designs

A
  • manipulation of one or a few participants
  • evaluates one manipulation at a time
  • external validity not strong
88
Q

reversal design

A

A- baseline measured
B- intervention
C- return to baseline

89
Q

multiple baselines

A

taking multiple behaviors and applying the same technique to each one by one to see if it has the same effect

90
Q

cross-sectional

A

different groups observed at one point

91
Q

retrospective longitudinal

A

asking a person what their views were at a certain time

92
Q

prospective longitudinal

A

following a person across time to see how something changes

93
Q

accelerated longitudinal

A

combines retrospective with cross-sectional

94
Q

interrater reliability

A

multiple people agree

95
Q

test retest reliability

A

stable category over time

96
Q

clinical utility

A

how complete or useful is it?

97
Q

DSM

A
  • clinically derived “top down” approach
  • categorical approach: either you meet or do not meet (more dimensions exist now)
  • features of disorder are defined, operationalized, and refined by revision
  • early version focused on adult disorders
98
Q

comorbidity/co-ocurrence

A

multiple diagnosis

99
Q

empirical approach

A
  • parents or others report on presence or absence of specific behaviors (identifying patterns)
100
Q

syndromes

A

takes out the clinician’s view and focuses on clustering and statistics

101
Q

broadband syndromes

A

clusters of behaviors (internalizing: emotions, isolation; externalizing: fighting, tantrums)

102
Q

narrowband syndromes

A

more specific categories with more defined symptoms

103
Q

normative samples

A

comparing one person’s score to the typical bell curve of peers

104
Q

general clinical interview

A

open-ended

105
Q

structured interview

A
  • higher reliability

- help to obtain a diagnosis

106
Q

unstructured interview

A
  • ask questions within categories but you can use your own judgment
107
Q

problem checklists and self-report instruments

A

can be completed by multiple reporters

108
Q

observational assessment

A
  • can occur in natural or lab setting
  • can be done by child, parent, teacher, or clinician
  • observer drift: observer’s use of the system
  • reactivity: change in activity from being watched
109
Q

projective tests

A 
unconscious material 
ex:
- color and shading
- draw-a-person
-house-tree-person
kinetic family drawing
110
Q

thematic apperception test/ children’s apperception test

A

child is shown pictures of activities and asked what is going on

111
Q

EEG

A

electroenchephalograph

- used to see which areas of the brain are being used

112
Q

neuropsychological evaluations

A
  • Halstead-Reitan neuropsychological test battery for children (looks at behaviors to see if they reflect brain functions)
  • Nebraska neuropsychological children’s battery
  • pediatric neuropsychology (new field)
113
Q

domains evaluated in neuropsychological testing

A 
- attention
memory new learning
- visual-spatial function
general intelligence
- academic achievement
- executive functions
114
Q

Caplan’s three-pronged model

A
  • primary: attempts to shave off disorders in the 1st place; involve both general health enhancement and prevention of specific dysfunction
  • secondary: the effort to shorten duration of existing cases through early referral, diagnosis, and treatment
  • tertiary: after-the-fact strategy that aims to reduce problems that are residual to disorders
115
Q

the institute of medicine three-part model

A
  • universal: what can be done to increase public health for the general public
  • selective: looks for subgroups with risk factors (groups with percentage of people with a disorder)
  • indicated: acute groups with risk factors (people going through trauma)
  • treatment
116
Q

treatment models

A
  • individual and group psychotherapy
  • play
  • family therapy/ parent training
117
Q

psychotropic/psychoactive medications

A
  • affect mood, thought process, behavior
  • psychopharmacological treatment
  • therapeutic effects by influencing the process of neurotransmission
118
Q

evidence-based/empirically supported interventions

A
  • criteria proposed to designate such interventions

- growing number identified

Childhood psychopathology (3 decks)

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