Lecture 2 Flashcards
Victor of averyon
Never able to fluently speak- could recognize language
Empathy- sign of empathy or emotion-contagion- share emotional experience rather than empathy
Empathy- has emotional and cog component
Emotional- develop in infancy- they recognize emotion contagion- can detect emotional distress and feel it
Cognitive- hat are underlying causes and cognitions suttonding emotions- develops later on
Could of just been emotional rather than cog empathy
CASE STUDY – WHAT IS CAUSING RILEY’S PROBLEMS WHERE DO WE INTERVENE?
Factors contributing to her reaction
Being judged
Stressor of moving
Loss of previous life
Teacher contributed
Fear of having to speak
THEORETICAL FOUNDATIONS
The study of causes of abnormal child behavior involves theory (and research) about the following 3 factors: biological factors, psychological factors and contextual factors Causes of child behaviour- involves theory and research of 3 factors
Culture- Riley’s Estes- first use joy to mask emotions- may be cultural influence- have to show façade to others
Look at the factors interaction- not separately
All 3 can happen at same time and affect person
Studying typical development- informs on atypical development and vice versa
Theory
A language of science that allows us to assemble and communicate existing knowledge effectively
Most clinical and development research begins with theory- allows us to make educated guesses and predictions- with research update theory
Etiology
Etiology: the study of the causes of childhood disorders
Considers how biological, psychological, and environmental processes interact to produce outcomes observed over time
Very few simple cause and effect relationship multiple interactive causes- help inderstand disorders complexity
DEVELOPMENTAL PSYCHOPATHOLOGY
Emphasis on:
Developmental processes
Developmental milestones and sequences in physical, cognitive, social-emotional, and education development
Using abnormal development to inform normative development and vice versa- juxtaposing the two to inform the other
Informs understanding on forming theories and conceptualizing disorders
To understand maladaptive behaviour- compare it to normative behaviour in regards to development period
Look at lags of developemental milestones
3 guiding assumptions about abnormal development:
Abnormal Development is Multiply Determined
Child and Environment are Interdependent-bidirectional effects
Abnormal Development is Continuous and Discontinuous
Abnormal development is multiply determined
Idea that abnormal development has more than one cause- look beyond current symptoms look at developemental pathways and contributors of disorder
Riley= many influencing factors
Children and environments are interdependent - transactional view
Children and environments are interdependent - transactional view Children and enviroment act as agents- adapt to behaviour and enviroment
Enviroment and individual factors pay factors in shaping enviroment and disorder- affect each other
Abnormal development involves continuities and discontinuities
Very few psych disorder emerge without warning signs or connection to developemental issues
Continuity- development is gradual and cumulative and quantified from early patterns- look at biology- add height year by year
Discontinuious- changes abrupt and qualitive in nature- child think literally vs abstractly- as develop can think more abstractly
Pos vs neg factors
Neg- move, poverty can impact cntinuity and discontinuous
Developemental cascades
Evaluating and conceptualixing why some children experience same experience and develop fine and others don’t
Developemental cascade-
In some cases- straight path, others- move different directions end in different locations
Finality- can have same experience end in different ed point
Developemental cascade- ealry experiences alter changes in development
AN INTEGRATIVE APPROACH
Abnormal child behavior is best studied from a multi-theoretical perspective Take from multiple theories
And causes
Becoming more compatible ad interactive with each other
Pair better more accurate picture of abnormal behaviour
DEVELOPMENTAL CONSIDERATIONS
Common ground of different childhood disorders:
Adaptational failure – not meeting milestones in one or more areas of development
Use normal development juxtaposed against abnormal to understand both
Abnormal behaviour= adaptational failure in one or more areas of development- don’t meet developemental milestones- don’t match normal
Pro- Measurable
Cons- stigma, environmental factors, cultural differences not in account
DEVELOPMENT IS ORGANIZED
Organization of development perspective
Early patterns of adaptation evolve with structure over time
Development- use organized perspective- onceptualize how abnormality developed and what point in time
Language- progresses in complexity
How children progress- impacted by biology and environmental factors
Any failure in development- affect future development
Sensitive periods: times during which environmental influences on development are enhanced
Often part of organized development process
Particularly primed to learn something in sensitive period
Toddlers- sensitive to basic language sounds- helps them learn sounds and develop language- more exposure during period= better future lang development
Victor- wasn’t exposed to much language- couldn’t develop normally because of lack of learning n sensitive period
Sensitive periods
Language- age 0-6
Motor ad movement- 0-4.5
Reading-3-6
Math-4-6
Later on can expand on learning but harder
2-5= language begins to develop= language disorder begins to arise
Biological perspectives
Genetic and neurobiological perspectives
Brain and nervous system= causes of disorders
Brain= underlying cause
Overtime- enviroment has been incorporated into this perspective- enviroment can reroute brai processes- epigenetics
Possible biological causes
Brain damage or dysfunction
Neurotransmitters dysfunction
Genetic influences
NEURAL PLASTICITY & THE ROLE OF experience
Neural plasticity: the brain’s anatomical differentiation is use-dependent
Experience plays a critical role in brain development
Prenatal environment
Childhood health
Early caregiving
Brain- is mailable- use dependent guided by nature and nurture
Biology provides map- experiences= car that guide route we ultimately take
Something van go wrong in enviroment- negatively impacting development
Brain structure
Forebrain Basal ganglia
Function: Regulates, organizes, and filters information related to cognition, emotions, mood and motor function
Disorders: Implicated in ADHD, disorders affecting motor behaviors (e.g., tics and tremors), and OCD
Centre of brain
Related to function of mood and motor function
Frontal lobes Supports our thinking
Higher order area of Bain
Memory, problem solving, emotional regulation
Depression and ocd
Function: thinking and reasoning ability, memory, self-control, judgment, emotion regulation
Hpa axis
Function: Stress response system; fight-or- flight response
Disorders: implicated in anxiety and mood disorders
Stress response
All communicate together and organize threat response
Cascading effect of endocrine pathways activated
Stressor- hypothalamus releases crf, CRH, pituitary releases acth, adrenal gland releases cortisol- allowing for energy to fight and deal with stressor
After= neg feedback- cortisol informs other parts- stressor is gone
Has important implications regarding continued stress- inc risk of anxiety and mood disorders
Neurotransmitters
Neurotransmitters- chemical messengers make bio signals by communicating with neurasons
Neurotransmitters- carry messages to neurons thru synapses- connections between two adjacent synapses
Use chemical messengers to send signall
Neurons and synapse Fundamental units of the brain and nervous system
“Information senders”
2 major neurotransmitters
Benzodiazepines normal function Reduces arousal
Moderates emotional responses, such as
anger, hostility, and aggression
Is linked to feelings of anxiety and discomfort
Anxiety disorders
Dopamine May act as a switch that turns on various brain circuits, allowing other neurotransmitters to inhibit or facilitate emotions or behaviour
Is involved in exploratory, extroverted, and
pleasure-seeking activity
Mood disorders
Attention-deficit/hyperactivity disorder (ADHD)
Schizophrenia
Dopamine
Genetic influences
Genetic factors are implicated in all of the childhood disorders we will discuss
Rarely is one particular gene the single cause of a disorder
Expression of genes is malleable and responsive to social environment
Genes produce proteins that in turn influence our tendencies to respond to the environment in certain ways.
Gene-environment interaction (GxE)
Genes do not determine behaviour- influence behaviour by proteins
Genes influence enviroment and vice versa
Can affect the manifestation of disorders
Psychological perspective
Each perspective has uses or limitations- one can be more useful in situations and vice versa
Emotional vs cognitive aspects
Emotional influence
Emotions- considered core element of human experience- use emotions to organize understanding of thoughts and situations
Can signify if something I wrong or good- helps us regulate behaviour
Help us to form connections with ppl
Evolutionary- adaptive and make event more likely to occur
Emotion Reactivity
Threshold and intensity of emotional experience
Emotion Regulation
Enhancing, maintaining, or inhibiting emotional arousal to serve a goal
Reactivity- threshold- what it takes to get to experience
And intensity= how intense experience is
Inside out
Reactivity- threshold- build up of intensity- from parents comments- starts off not feeling well, already emotionally dysregulated- subjected to difficulty- parents reaction
High intensity of emotional xpereince- couldn’t reguykare emotion with more comments
Mom- was able to regulate her emotions to understand how daughter is feeling,was able to signal the dad for help- allows other to take over- regulating and inhibiting negative reaction
Seeking social support
Dad- enhancing his arousal- lead to he intensity of the situation
Preparing to react
Underlying goal- may acted that way to maintain order and rules
TEMPERAMENT & EARLY PERSONALITY STYLES
1.
Positive affect and approach “Easy child”- can self regulate, approachable
2.
Fearful and inhibited
“Slow-to-warm child” cautious, fearful, more variation in self regulation
3.
Negative affect/irritability “Difficult child”irritable, negative and intense mood,
Socialization- influences development of emotions
Temperament- child’s organized style of behaviour, emerges early in childhood and gives insight to personality
Need a balance
Temperament- affect later life- affects self control
Fearful child- higher self control, less impulsive, more likely to avoid novel situations
Might be problematic- contribute to shyness and social withdrawal
Marshmallow experiment
Rochester university- second experiment looked at how enviroment impact test
when in unreliable condition- waited less time had different expectatations about what will occur
Behavioural and cognitive influences
Emphasize learning and cognition
Focus on learning and interpretation of enviroment
APPLIED BEHAVIOR ANALYSIS
Explains behavior as a function of its antecedents and consequences
2 main types of behavioral learning:
Classical Conditioning A neutral stimulus is associated with a natural response
2. Operant Conditioning
A response is increased or decreased due to reinforcement/punishment
Behaviour- function of actions and consequences
Classical conditioning- learn deviant behaviour- pair event with response over many times
Operant response is inc or decreased with reward or punishment
Associate school with anxiety bc of specific event- forms new association= avoid school= negatively reinforce association, avoid school to release anxiety
Cognitive theorists focus on how thought patterns develop over time and influence behaviors
Social learning theory Albert Bandura (1977, 1986)
Additional form of learning:
Integrates cognitive mediators that influence behaviour directly and indirectly
Children- acquire new behaviour through observation
Children can learn through watching one behave and imitate the behaviour without any reinforcement
Social cognition: how children think about themselves and others
Social cog over time- results in mental representations which are not fixed but updated as one develops
Preschool= behaviours and possessions when asked to describe themselves
Later in childhood- more abstract terms, group membership, likes, dislikes and can determine psychological things- likes interests, qualities
Move from literal descriptions to involv abstract concepts- influence later development
BANDURA’S RESEARCH
Preschool children initially watched a short film in which an adult model performed highly aggressive actions on an inflatable Bobo doll (weighted at the bottom so it pops up when knocked down)
One group of children observed the model rewarded with candy and soda for the aggressive behavior
Another group saw the model punished
The remaining children saw the model experience no consequences
Observing someone else receive a reward or punishment for the behavior affects the subsequent reproduction of the behavior
Boys were initially more aggressive than girls, but the girls increased their level of imitation when offered rewards
Contextual perspective
Proximal-closer, direct influence- parenting and distal events- indirec influence- change in caregiver employment
Shared- similar and nonshared environments- in same family
BRONFENBRENNER’S ECOLOGICAL MODEL
Central model for contextual perspectives
Enviroment series of layers that impact child
Microsystems= proximal impacts
Exxosystem and macro system= more indirect influence
Mesossystem= interaction of all 3
Adapted to Included other factors for different ethnicity- better model for different cultures
Chronosystem- historical factors and inter generational trauma
INFANT-CAREGIVER ATTACHMENT
Theory of Attachment: the process of establishing and maintaining an emotional bond with parents or other significant individuals
Integrates evolutionary biology with psychodynamic theories
Understanding of abnormal behaviour- developed from caregiver infant relationships
Attachement relationship=- strong enduring emotional bond
Provides them with secure base, can explore and get needs
Needs continuously met= strong blind with caregiver
John bowlby Thought babies were pre-adapted to engage in relationship-building behaviors- smiling, crying, proximity seeking
Evolutionary perspective- develop attachement inc survival
Harry Harlow- social isolated monkeys- unhealthy development may occur bc of relationships with ppl ealry on
Caregivers also evolved to respond to babies- find them cute and in need of care
Baby schema
Glocker et al., 2009
Baby features seen as cute trigger caregiving behaviours
Bigger eyes smaller eyes, nose, bigger forehead
Follow up study among women high baby schema activated reward centre- is pos incentive triggering caregiving behaviour
BOWLBY’S 4 PHASES OF ATTACHMENT
- Preattachment phase (birth to 6 weeks)
Covers period of time- no attachement- if something happens can attach to someone else
Very social, range of interaction, string human preference, don’t care abt getting picked up by stranger
Attachment-in-the-making (6 weeks to 6-8 months) Precursor to attachement, preference for caregiver, primary caregiver affects child behaviour
Learning social rules
Clear-cut attachment (between 6-8 months and 1½-2 years) Clear bond
Infant shows string protest when separated
Strong preference for caregiver
Formation of reciprocal relationships (2 years on) Children internalize internal working model of relationships- make other attachments
Children can express needs and wants more clearly
MARY AINSWORTH (1913–1999)
The Strange Situation
Procedure to assess infantsʼ attachment to their primary caregivers
4 patterns of attachment Secure
Insecure – anxious-avoidant
Insecure – anxious-resistant
Disorganized, disoriented (not an organized strategy)
INFANT-CAREGIVER ATTACHMENT
Secure Separates from caregiver to play and explore
When wary of stranger or distressed by separation, seeks contact and proximity with
caregiver
Returns to exploration and play
after contact
Prefers caregiver over stranger Lasting, trusting relationships
Good self-esteem
Seek out social May suffer psychological distress, but relationship strategy serves a protective factor against disordered outcomes
Insecure anxious avoidant
Explores but does not seek contact or comfort from caregiver
Shows little wariness of strangers
Generally, upset only if left alone
As stress increases, avoidance increases
Shows little to no preference for
caregiver vs strangers
Tend to mask emotional expression
Often believe they are vulnerable to be hurt or abandoned
Views others as not to be trusted
Unwilling to ask for help
Conduct disorders
Aggressive behavior
Depressive symp- toms (usually as a result of failure of self-reliant image)
Insecure anxious resistant
Distressed when caregiver leaves
Shows disinterest or resistance to
exploration and play
Wary of strangers
Difficult to comfort when reunited
with caregiver
May mix active contact-seeking with
crying and fussiness
Phobias
Anxiety
Psychosomatic symptoms
Depression.
Insecure disorganized disoriented
Lacks a coherent strategy of attachment
Disorganized when faced with a novel situation
No consistent pattern of
regulating emotions Inability to form close attachments to others
May show indiscriminate friendliness (little selective attachment)
Low self-worth
No consensus, but generally a wide range of personality disorders (van Ijzendoorn
et al., 1999).
INTERNAL WORKING MODELS OF ATTACHMENT
Internal working models of relationships and carried forward into later relationships
Form schema for relationships
Starts with primary caregivers
Avoidant= unloved, rejected
FAMILY SYSTEMS THEORY
Focuses on:
The role of the larger family system
Complex relationships within families
Reciprocal influences among various family subsystems
Other theories focuses just on mother child relationship
Doesn’t focus on father or immediate family
These theorists think have small view when only looking at relationship between child and caregiver- have to look at greater interactions between family systems
Argue interventions- intervene at family level to support child
Stress and the family
Factors that impact the outcome of stressful events at the level of the family:
Nature and severity of the stress
Level of family functioning prior to the stress
Family’s coping skills and resources
Family handles stress- influences child
Stress can e tolerable but can be harmful
