Lecture 5- Atypical development

Question 1

What are the main principles of atypical developmental psychology?

Answer 1

• Atypical behaviour is presented
• Atypicality should be seen in multiple environments
• Context of development is very important as lots of external factors can influence.

Question 2

What are some of the influences upon one’s trajectory of development

Answer 2

Nature argument: Our genes influence our physical development and how brain develops- effecting cognition and then how we behave

Nurture argument: our environment effects our brain development and consequently cognition and then behaviour

but its a combination of everything

• Our genes and environment, known as our aetiology
• Our brain and how it’s developed, Neurobiology
• Way of thinking, cognition
• Behaviour

These can interact with each other, behaviour can impact environment, gene can impact environments, there are many different pathways. When there is an unusual pathway, we look at is there is atypical development.

However, we cannot look at one system in isolation (cannot claim atypical development is solely because of genes) it is a combination. In order to understand the combination.

Question 3

What is the difference between Multifinality and Equifinality

Answer 3

Multifinality: we all start from the same developmental starting point. Development differs to variance in environmental factors, consider difference in experiences along the way
Equifinality: Look backwards, what were the events leading to this. When is the right point to intervene

Question 4

Why are there differing definitions of atypical development

Answer 4

Are we looking at cognitive/ behavioural development, differ in how broadly they talk about development. So there is not a specific way they all focus on development.

Specific terminology (not meeting expected milestones) is repeated. How this is phrased is different. However there is not establishment of what milestones/ trends need to be met.

Question 5

Cultural influences on what constitutes as atypical development

Answer 5

Collectivist cultures: as group membership and identity is prioritised, deviation from norm is identified faster and negatively viewed. For example (Ho et al 1996) in Chinese culture it is seen as more desirable to inhibit overly emotional displays and diagnoses of hyperactivity in Hong Kong is double those in western cultures.

Individualist cultures: emphasis on uniqueness and so atypical development is not always recognised on time. For example in American culture children view social non-participation as less problematic and typically a result of one’s prerogative it is not seen as atypical as much as in other cultures it is just dismissed as shyness. (Faulkner et al 1999)

Question 6

What biases may referring adults have

Answer 6

They may have inner bias
- Unattractive children’s behaviour viewed as less socially competent (Serketich and Dumas 1997)
- Boisterous child being viewed as deviant
- Shy child being seen as troubled or withdrawn (Kokin et al 2016)

May have racial bias:
- African-Americans are more likely to be diagnosed with schizophrenia (Strakowski et al 2003)
- Indigenous Australian children more likely to be diagnosed with speech disorders (Pearce and Williams 2013)
Or Social status bias:
- Middle-class British children more likely to receive dyslexia intervention (Kirkby 2020)
- African American and Hispanic children from poorer backgrounds more likely to receive disruptive behaviour diagnoses (Fadus et al 2020)

Question 7

What 4 categories must be met in order for one to get a diagnosis?

Answer 7

1) Deviation from statistical norm
2) Continuity over time
3) DSM-5 criteria met
4) Empirical analysis conducted
Behaviours can be atypical for the first few years and the child will catch up, however if the behaviour is atypical continuous over a time then it is atypical.

Question 8

Lloyd et al 2022 on outcomes of atypical development

Answer 8

those who experience atypical environments are more likely to experience psychopathology (internalising behaviours) having a long term effect on behaviour. They are less likely to explore more and experiences for life development (internalising).
In terms of externalising: they may have delayed motor development and as a result struggle with social development (turn taking and personal space) leading to less social relationships which can have impact on mental health.

Question 9

Role of caregivers, educational staff and society

Answer 9

Role of caregivers:
- Supportive and facilitative interactions can help those with atypical development to still thrive
- For example planning expectations, using different tools
Educational staff:
- Have pedagogical understanding (Zhang et al 2019) which shapes way they interact
- Awareness of different atypical development
- Provide caregivers with support and families

Finances can be a barrier to helping those with atypical development (not affording equipment, extra curriculars, working too much and not having time.)
Role of society:
- Public services (social services, community officers), provide support and educate others on atypical development
- Make sure that support is accessible
- Challenging biases
- Broader society, less rigid expectations upon normality and putting in place systems to remove prejudice.