Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

PSYC 359 > history of ID > Flashcards

history of ID Flashcards

1
Q

delay

A

slowing of development

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

deficit

A

absence or presence of abnormal behaviours

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

digression

A

pathway steers off typical course

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

regression

A

skills are lost and not regained

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

factors to consider when assessing atypical behaviour

A
  • cultural/social norms
  • situational norms
  • gender norms
  • developmental norms
  • changes over time
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

the organization of typical development

A
  • development has a universal:
  • sequence (temporal order)
  • structure (cross domain relations)
  • continuities and discontinuities (stages)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

developmental psychopathology

A

the organizational perspective of developmental psychopathology takes a holistic view in which all domains of development (cognitive, social, emotional, and biological) are viewed as being in continual interaction with one another

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

risk factors in development

A
  • probabilities not certainties
  • probability of adverse outcome increases with:
  • number of risk factors
  • whether risk is chronic
  • risk factors interact with vulnerability to produce negative outcomes
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

protective factors in development

A
  • protective factors buffer effects of adversity (vulnerability)
  • examples include: individual, family, and social or community characteristics
  • they interact with vulnerability to produce positive outcomes
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

examples of risk factors

A
  • chronic poverty
  • parenting deficits
  • parent mental health
  • death of a parent
  • perinatal stress
  • community disasters
  • family breakup
  • homelessness
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

resilience at first

A
  • a resilient child was like rubber that could bounce back from adversity
  • resilience was all about the individual and their internal characteristics
  • intelligence, motivation, perseverance
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

resilience now

A

resilience depends on many factors including supports from family, peers, and community

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

resilience

A
  • not a global characteristic
  • dynamic process
  • assessed in multiple domains:
  • cognitive, emotional, social, family relations, community relations
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

resilience: individual characteristics

A
  • intelligence (measured as IQ)
  • appealing, sociable, easygoing disposition
  • self-efficacy, self-confidence, high self-esteem
  • perspective taking skills
  • talents
  • faith
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

resilience: family characteristics

A
  • Close relationship to caring parental figure
  • Appropriate parenting
    – Authoritative: warmth, structure, high expectations
  • Socioeconomic advantages
  • Connections to extended supportive family networks
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Resilience: School and Community

A
  • Adults outside of family who take an active interest in the child’s welfare
    (e.g., coach)
  • Connections to social agencies (e.g., big brother/sister)
  • Attendance at effective schools
17
Q

Protective Mechanisms Rutter (1990)

A
  • Reduction of risk impact
  • Reduction of negative chain reactions
  • Promote self-esteem and self-efficacy
  • Opening of opportunities
18
Q

Bronfenbrenner’s ecological model

A
  • Child develops within system
  • Risk and protective factors at all levels
  • Systems theory predicts that changes in one part of the system affect the whole system
19
Q

What the study of ID and DD offers developmental theory

A
  • Test theories about typical development, expand and fine tune these theories
  • Typical development is seamless and well integrated
    Thus, Cognitive Theory X
  • A + B + C = D
  • In a child with a developmental disability, development may be protracted
    and have looser connections across domains of function we can better see
    the limits and the range of possibilities
    Thus, Refined Cognitive Theory X
  • A + B1 +B2 + C = D
20
Q

Scientific Goals: What can we learn from ID and DD?

A
  • Experiment in Nature
    – Conditions naturally alter development
  • Slowing
  • Absence of some aspect
  • Extremes
  • Regressing (losing skills already acquired)
21
Q

Clinical Goals: What can we learn from ID and DD?

A
  • Essential treatment target(s) with best outcome
    – Develop evidence-based Interventions
  • Critical periods to intervene (language development)
  • Different goals at different ages (target parents and later peers)
  • Prevention and health promotion
  • Mental health risk and consequences
  • The unique role of cognitive (social, emotional, language
    impairment) in mental health
22
Q

Policy Goals: What can we learn from ID and DD?

A

Minority, vulnerability, ostracism
* Human rights
* Societal values (Who and what matters)
* Social status (SES, minority status)
* Access to Education
* Inclusion (societal expectations)
* Diversity

PSYC 359 (7 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions