Lecture - Child development 1 Flashcards
How to tell if bipolar or borderline personality disorder?
Look at duration of the elevated mood to see whether bipolar or BPD. With bipolar, they feel good for weeks and then come down since they dont feel like themselves.
BPD - difficult to regulate emotions and happens over minutes or days
What can you tell me about the milestones in the baby’s life (3)
- There is a huge variability bw the milestones - all kids are different
- Milestones are important to consider but like, see the overall concept to make sure they’re normal etc
- It allows early detection
Physical development:
- Why are humans born immature and what does that mean with carers?
- What reflexes are they born with?
- Roughly what happens at 2, 4, 6, 9, 12 and 24 months?
- Immature so head can fit through vagina and they’re highly dependent on their carers
- They born with reflexes such as sucking and rooting
- Here is what happens:
2 MONTHS:
-they care able to hold their head up and push up when they’re on their tummy
4 MONTHS:
- their head is steady when unsupported
- they can bring hand to mouth
- they can roll
6 MONTHS:
- they can sit up
- can roll back and forth in both directions
9 MONTHS:
- can crawl
- can pull themselves up
- can walk with assistance
12 MONTHS:
-walk without assistance
24 MONTHS:
-can run, kick, walk up and down stairs
Social/emotional
What’s their development like over the 2, 4, 6, 9, 12, 18 and 24 months?
2 MONTHS:
- begin to smile
- briefly calm self
- tries to look at parents
4 MONTHS:
-smile spontaneously, esp at people
6 MONTHS:
- know the familiar people
- play with others
- likes to look at self in mirror
9 MONTHS:
- may be afraid of strangers and cling to fam adults (this separation anxiety is expected)
- has fav toys
12 MONTHS:
- nervous with strangers
- cries when parents leave
- helps with dressing
- hands a book to be read
- repeats sounds
18 MONTHS:
- afraid of strangers
- POINTS!
- explores alone
24 MONTHS:
- copies others esp those they’re familiar with
- excited w/ other kids
- plays beside other kids
- shows more independence
Language and communication
What are they like at 2, 4, 6, 9, 12, 18 and 24 months?
2 MONTHS:
-coos, gurgles, turns head towards sound
4 MONTHS:
- begins to babble
- cries in different ways to show different needs
6 MONTHS:
- responds to own name
- makes sounds to show please
- responds by making sounds
- can say consonant sounds, string vowels together
9 MONTHS:
- understands ‘no’
- POINTS to things (Pointing to things - if unable to understand other people have a POV, then autistic. If children are able to point then they’re saying I can see what you can’t see so I’m gonna point to it. It’s like showing that you have a different mind to me (so they aint autistic))
- lots of sounds
12 MONTHS:
- responds to simple requests
- simple gestures
- says ‘mama’ and ‘dada’
- tries to say words
18 MONTHS:
- says several single words
- says and shakes head ‘no’
- points to show something is wanted
24 MONTHS:
- knows names of familiar people
- sentences with 2-4 words
- follows simple instructions
- repeats words overheard in convo
- points to things in book
Cognitive - Learning, Thinking, Problem-solving
Again - 2, 4, 6, 12, 18 and 24 months
2 MONTHS:
- pays attention to faces
- begins to follow things with eyes
- recognises people
- begins to act bored if activity doesn’t change
4 MONTHS:
- reaches for a toy with one hand
- uses hands and eyes together
- follows moving things with eyes
6 MONTHS:
- brings things to mouth
- tries to get things out of reach
- shows curiosity about things
12 MONTHS:
- explores things in different ways
- copies gestures
- finds hidden things
- points with index finer
- uses things correctly like comb
18 MONTHS:
- knows what ordinary things are for
- points to one body part
- scribbles
24 MONTHS:
- builds towers
- names pictures in book
- completes sentences and rhymes
Attachment #1:
- It underpins social, emotional and cognitive development. So what does difficult attachment have implications for?
- What does understand attachment help us to do?
- Implications for childhood development and the effects can persist into adulthood
- Helps our clinical interactions with children and their parents
Attachment #2:
- What is attachment?
- What does the relationship be child and primary caregiver allow? (3)
- What does the caregiver become for the kid?
- Is attachment just physical needs like getting food?
- What does attachment depend on?
- It’s a bond bw child and primary caregiver
- Allows the infant to seek proximity to figure, it’s a safe haven (soothed when distressed) and you develop and internal working model of a secure base
- Becomes. safe base from which the child can explore the world
- Nope, life-long desire for proximity
- Depends on closeness and affection
Attachment measures:
- How to measure in infants?
- Three other ways
- Strange Situation Test
2. Self report instruments and Adult-Attachment-Interview
Strange Situation Test:
1. What are the attachment types?
- There is secure - where infant explores freely and returns to caregiver as a secure base. Kid may or may not be upset when caregiver leaves but is easily comforted when caregiver returns
Insecure - avoidant: doesn’t cry when separated. Has similar behaviour with stranger as with caregiver. When parent returns, kid avoids or is slow to approach caregiver
Insecure - resistant/ambivalent: the kid is clingy when caregiver is present. Distressed by separation but resists attempts to be soothed when parent returns and kid seems angry
Insecure - disorganised/disoriented: inconsistent behaviour to deal with stress. When caregiver present, kid can be dazed and seek comfort in odd ways. When trying to comfort kid, the kid looks away from caregiver
Attachment #3
- What are internal working models
- What does secure attachment result in?
- What are the mediators of association bw secure attachment and better mental health?
- The child’s attachment relationship with their primary caregiver leads to the development of an internal working model (Bowlby, 1969). This internal working model is a cognitive framework comprising mental representations for understanding the world, self and others.
- It allows better mental health outcomes and decreases externalising problems (which are (externalizing behaviors are problem behaviors that are directed toward the external environment. They include physical aggression, disobeying rules, cheating, stealing, and destruction of property.
- If you have a secure attachment then you have all the that lead to better mental health:
- better self confidence
- positive social expectations
- continuity in the quality and supportiveness of parental care (know that our parents won’t abandon us)
Attachments #4:
- With securely attached infants - what can you say about their stress and their balance bw proximity and exploration?
- Avoidantly attached infants - do they show their emotions? If not, why not?
- Ambivalently attached infants - what do they maximise?
- When they are under stress, they can express their distress and they are comforted by their parents. They have a good balance between proximity and attachment to figure but also have exploration
- They minimise showing negative emotions around parents who they have experienced as rejecting or ignoring (because like, what’s the point? they won’t be soothed)
- They maximise the expression of negative emotions and the display of attachment behaviours; parents inconsistently responsive (“if I cry loud enough then maybe they’ll listen”)
If you have insecure attachment, what can you say are the adult outcomes? (3)
- mood
- cognition
- brain
- MOOD: It’s associated with -ve outcomes including PTSD, depressive/mood disorders, disorders of emotional regulation, aggression and hostility
- COGNITION: You also have emotional rigidity and difficulty in social relationships, have impairment in attention and difficulty in understanding the minds of others and risks following stress
- In terms of brain, having insecure attachment may alter the brain’s neuroendocrine response to stress
Disorganised attachment #1
Okay so the other three were organised strategies (secure attachment, insecure avoidant and insecure ambivalent) but insecure disorganised is different. With disorganised attachment, it is difficult to classy these kids into the above because these kids were maltreated. It is seen in comparison to the other three.
- They display contradictory behaviour in the Strange Situation Test - what is it like?
- They have misdirected or stereotypical behaviour
- What do they do for a substantial period of time?
- Are they afraid of their parent?
- Why is there a pervasive paradox with disorganised attachment?
With this attachment type, there is comfort-seeking and flight behaviours which are incompatible behaviours and lead to what?
- Like they will be indifferent when mother comes back but excessive distress on separation
- Yeah
- They sit still or freeze
- They have direct apprehension or fear of a parent
- Because maltreating parents create that - the parent are the only source of comfort vs the unpredictable/abusive behaviour
The comfort-seeking and flight behaviours lead to temporary breakdown of organised attachment behaviour
Disorganised attachment #2
- What does this arise from (2)
- What is it associated with in terms of symptoms sorta (3)
- What are some of the precursors, concomitants and sequelae for disorganised attachment in early childhood?
- Arises from maltreatment from parents or parents that are struggling with unresolved loss/trauma who frighten their kids (they just can’t be there for their kids)
- Associated with stress in infancy, aggression in kindergarten and dissociation in early adulthood
- Precursors: Low SES, mothers alcohol/drugs, maltreating parents, depressed mothers
——-There was little to no correlation with temperament or with infant’s medical/health problems of kid and whether they has disorganised attachment——–
Also, boys more likely to show it than girls
Concomittants:
- maltreatment
- unresolved loss
- witnessing martial discord
- parent insensitivity isn’t a factor and parental depression is a weak factor
Sequelae: stress reactions, externalising problem behaviour over extended periods of time and dissociative symptoms (feeling out of their body)
