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Psychopathology & Development > Introduction > Flashcards

Introduction Flashcards

1
Q

DEVELOPMENTAL PSYCHOLOGY

A
  • conception -> death = life span developmental
  • understanding changes over time in cognitive/emotional/behavioural functioning of individual via genetic/environmental influences
  • examining human behaviour across lifespan; adopting perspective range
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2
Q

ADULT EXPECTATIONS ABOUT HAVING KIDS

A
  • cultures/sub-cultures/individual family heritage
  • need for economic help
  • primary ties/affection
  • stimulation/fun
  • expression of self
  • adult status/social identity
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3
Q

INFLUENCES OF KIDS’ DEVELOPMENT

A

CULTURE
SOCIETY
FAMILY
INDIVIDUAL

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4
Q

GENES: INDIVIDUAL CONTEXT

A
  • genome = complete set of organism’s genes
  • findings = -20k genes
  • shared w/most living things
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5
Q

TEMPERAMENT DIMENSION: FEAR

A
  • tendency for unease/worry/nervousness to novel potentially threatening situations
  • infant beh questionnaire = “how often did the baby startle at a loud noise in the week?”
  • child beh questionnaire = “my kid isn’t afraid of large dogs/animals” (reversed for scoring)
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6
Q

TEMPERAMENT DIMENSION: ANGER/FRUSTRATION

A
  • negative emotional response to having ongoing task interrupted/blocked
  • infants beh questionnaire = “when placed on back how often does baby fuss/protest?”
  • child beh questionnaire = “my kid has temper tantrums when they don’t get what they want”
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7
Q

TEMPERAMENT DIMENSION: ATTENTION SPAN

A
  • attention to object/task for extended period of time
  • infant beh questionnaire = “how often does babe stare at mobile/crib/picture for +5m?”
  • kid beh questionnaire = “when picking up toys my kid keeps at the task til its done”
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8
Q

TEMPERAMENT DIMENSION: ACTIVITY LEVEL

A
  • rate/extent of gross motor body movements
  • infant beh questionnaire = “when put in bath how often do they splash/kick?”
  • kid beh questionnaire = “kid seems always in big hurry to get from one place to another”
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9
Q

TEMPERAMENT DIMENSION: SMILING/LAUGHTER

A
  • positive emotional response to change in intensity/complexity/incongruity of stimulus
  • infant beh questionnaire = “how often does baby smile/laugh when given toy?”
  • kid beh questionnaire = “kid laughs lots at jokes/silly happenings”
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10
Q

TEMPERAMENT DIMENSIONS

A

FEAR
ANGER/FRUSTRATION
ATTENTION SPAN
ACTIVITY LEVEL
SMILING/LAUGHTER

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11
Q

SELF-ESTEEM

A

BOYS
- higher in: athletics/physical appearance/self-satisfaction
GIRLS
- behavioural conduct/morality/ethics

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12
Q

FAMILY INFLUENCES: PARENTING

A

AUTHORITARIAN
- high control; low warmth
- ie. “share toy because it’s important to take turns”
AUTHORITATIVE
- high control; high warm
- ie. “share toy now because I said so!”
UNINVOLVED
- low control; low warmth
- ie. “I don’t care what you do with the toy”
PERMISSIVE
- low control; high warmth
- ie. “share the toy if you feel like it”

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13
Q

CHILDCARE TYPES

A
  • when 0-4y mother = employed:
    1. father (29.3%)
    2. grandparent/sibling (42.1%)
    3. center-based care (35%)
    4. nanny (17.7%)
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14
Q

PARENTAL/PEER INFLUENCE: MARIJUANA

A

KANDEL (1973)
- non user best friends BUT parents use = 17% adolescents smoke
- user best friends BUT parents don’t = 56% adolescents smoke
- BOTH = 67% smoke

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15
Q

PARENTAL/PEER INFLUENCE: DEPRESSIVE SYMPTOMS

A

HAZEL ET AL (2014)
- children w/^ peer stress lvls + low parent support = highest depressive symptoms
- children w/parental support = same depressive lvl independent of peer stress experienced

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16
Q

CULTURAL INFLUENCES

A
  • universal transition points during 2y/6-7y/puberty
  • marriage
  • death rituals
  • child birth activities
17
Q

CULTURAL INFLUENCES: PARENTING BEH

A

GERSHOFF ET AL (2010)
- mothers from all countries had some parenting beh similarities (beh teaching/love withdrawal)
- BUT mothers from dif countries shoed dif lvls of parenting beh

18
Q

CHILD PSYCHOPATHOLOGY MODELS

A

MEDICAL
BEHAVIOURAL
SOCIAL LEARNING
PSYCHOANALYTIC
FAMILY SYSTEMS

19
Q

MEDICAL CHILD PSYCHOPATHOLOGY MODEL

A
  • focus on organic issues/diagnoses
  • BUT studies found environment (ie. stress/negative life events) change biology
    CICCHETTI & ROGOSCH (2001)
  • 167 school-aged maltreated kids (abuse/neglect); 204 low income non-maltreated kids
  • maltreated w/internalising issues = ^ cortisol lvls (stress hormone) > non-maltreated
20
Q

BEHAVIOURAL CHILD PSYCHOPATHOLOGY MODEL

A
  • learning principles
  • habituation = infant’s habituate to familiar stimuli; begins early; fosters infants’ learning
  • classical conditions = generalising past experiences -> novel ones
  • psychopathology = behaviour deficit/excess
21
Q

SOCIAL LEARNING CHILD PSYCHOPATHOLOGY MODEL

A
  • emphasis on individuals as active agents in environment from very young age
    FANTZ (1961)
  • infants tested during first weeks of life show pref for patterned stimuli (smiling face) > plain stimuli (coloured dots)
22
Q

SOCIAL LEARNING THEORY

A
  • reciprocal determinism = person/environment influence each other
  • cognitive processes = ie. problem solving/internal relationship/event representations
  • self-efficacy = influences expectations/how much effort individual puts into achieving given outcomes
  • individual learns to avoid certain situations when not confident/low self-efficacy
23
Q

ERICKSON’S THEORY OF PSYCHOSOCIAL DEVELOPMENT

A

TRUST VS MISTRUST
- 12m
AUTONOMY VS SHAME
- 1y-31.5m
INITIATIVE VS GUILT
- 4-6y
INDUSTRY VS INFERIORITY
- 6y-puberty
IDENTITY VS ROLE CONFUSION
- adolescence

24
Q

FAMILY SYSTEMS MODELS

A
  • subsystems = couple/parent-child/sibling relationships
  • each family member participates in dif relationships
  • families keep same family structure even w/changes aka. homeostasis
25
Q

FAMILY SYSTEMS: RIGID BOUNDARIES VS ENMESHMENT

A

CLEAR BOUNDARIES
- subsystems function w/o major issues
- clear roles; everyone meets own needs
RIGID BOUNDARIES
- strict roles may cause alienation/communication issues
ENMESHMENT
- no differentiation among members
- individuation -> anxiety in family members

26
Q

FAMILY SYSTEMS: DYSFUNCTIONAL

A

PARENT-CHILD COALITION
- 1 parent performs coalition w/kid; excludes partner
TRIANGULATION
- kid caught in the middle of parents
DETOURING
- parents’ focus on kid’s beh to escape marital relationship issues

27
Q

KEY CONCEPTS

A

ORGANISATIONAL PERSPECTIVE
CONTINUITY VS DISCONTINUITY
DEVELOPMENTAL PATHWAYS
TRANSACTIONS
MULTIFINALITY/EQUIFINALITY

28
Q

ORGANISATIONAL PERSPECTIVE

A
  • development = hierarchical; complexity/organisation ^ over time (ie. Piaget’s cognitive development)
  • stage-salient issues; development occurs when they’re addressed
  • positive/negative stage salient effects depending on if salient issues = addressed
29
Q

CONTINUITY VS DISCONTINUITY

A
  • if development = more of the same/marked by qualitative changes
    RUTTER (1998)
  • cognitive outcomes at 11y of 131 Romanian adoptees from institutions compares w/50 UK adoptees; findings found both
30
Q

CONTINUITY VS DISCONTINUITY: RESULTS

A

RUTTER (1998)
1. marked adverse effects persisted at 11y for many kids 6m+ at arrival
2. some catch-up between 6-11y for bottom 15%
3. decrease of 15 points for 6m+ on arrival BUT no differentiation in 6-42m range
4. marked heterogeneity of outcome BUT not associated w/educational background of adoptive fams
- findings emphasise psychological/physical institutional deprivation risks

31
Q

DEVELOPMENTAL PATHWAYS

A

ODGERS ET AL (2007)
- 526 male pps; 1y birth cohort
- conduct issues measured at 7/9/11/13/18/21/26y
- life-course persistent subtype = worst psychiatric/physical health problems at 32y

32
Q

TRANSACTIONS: PARENT DRIVEN EFFECTS

A

DENHAM (2001); RAMCHANDANI ET AL (2013)
- proactive parenting -> kids w/low lvl beh issues over time VS…
- fathers disengagement during interactions w/3m infants predicted ^ beh issues at 1y

33
Q

TRANSACTIONS: CHILD DRIVEN EFFECTS

A

ANDERSON ET AL (1986)
- boys w/conduct disorder elicited ^ negative behs when interacting w/:
- own mothers
- mothers of other kids w/conduct problems
- mothers of kids w/o conduct problems

34
Q

MULTIFINALITY & EQUIFINALITY

A

MULTIFINALITY
- particular risk factor predicts outcome range (ie. abuse -> both emotional/beh issues)
EQUIFINALITY
- dif risk factors predict same outcome (ie. poverty/war exposure -> beh issues)

35
Q

! SUMMARY !

A
  • many influences on children’s development (ie. genes/parents/peers)
  • theoretical psychopathology models aim to explain beh (ie. behavioural model)
  • key concepts in developmental psych/psychopathology (ie. continuity VS discontinuity)

Psychopathology & Development (12 decks)

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