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PS320- Developmental Psychopathology > Midterm 1 > Flashcards

Midterm 1 Flashcards

1
Q

D: Competence

A

The ability to successfully adapt to the environment
-developmental competence is reflected in a child’s ability to use internal and external resources to achieve successful adaptation

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2
Q

D: Developmental Pathway

A

the sequence and timing of particular behaviours and the possible relationships between behaviours over time

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3
Q

D: Developmental Tasks

A

markers which tell how children typically progress within various domains as they grow
- there are tasks in broad domains of competence (conduct, academics, etc)

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4
Q

D: Equifinality

A

the concept that similar outcomes stem from different early experiences and developmental pathways

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5
Q

D: Multifinality

A

the concept that various outcomes may stem from similar beginnings

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6
Q

D: Protective Factor

A

a personal or situational variable that reduces the chances for a child to develop a disorder

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7
Q

D: Resilience

A

the ability to fight off or recover from adverse circumstances
- traits include sustained competence under stress, or quick rebounding to previous competence

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8
Q

D: Risk Factor

A

a variable which precedes a negative outcome of interest and increases the chances that the outcome will occur
Top 3 Risk Factors
- from disadvantaged families
- born with low birth weight
- parents have mental illness or substance abuse problems

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9
Q

D: Stigma

A

a cluster of negative attitudes and beliefs that motivates fear, rejection, avoidance and discrimination with respect to people with mental illnesses

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10
Q

D: adaptational failure

A

failure to master or progress in accomplishing developmental milestones
- this is one of the foundations of many psychological disorders

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11
Q

D: continuity

A

developmental changes which are gradual and quantitative

- we can use these patterns to predict future behaviour patterns

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12
Q

D: behavioural genetics

A

a branch of genetics that investigates possible connections between a genetic predisposition and observed behaviour, taking into account environmental and genetic influences

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13
Q

D: developmental psychopathology

A

an approach to describing and studying disorders of childhood, adolescence, and beyond in a manner tat emphasizes the importance of developmental processes and tasks

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14
Q

D: discontinuity

A

developmental changes are abrupt and qualitative

- future behaviour is poorly predicted by earlier patterns

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15
Q

D: organization of development

A

early patterns of adaptation evolve with structure over time and transform into higher-order functions
- prior patterns of adaptation are incorporated into successive reorganizations at subsequent periods of development

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16
Q

D: sensitive periods

A

windows of time during which environmental influences on development, both good and bad, are enhanced

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17
Q

D: transaction

A

the dynamic interaction of a child and environment

  • they influence each other
  • environment and child are both active contributors to adaptive and maladaptive behaviour
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18
Q

D: epinephrine

A

a neurotransmitter that is produced in the adrenal glands in response to stress

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19
Q

D: frontal lobes

A

contain the functions underlying most of our thinking and reasoning abilities including memory

  • self-control, judgement, emotional regulation
  • restructured in teen years
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20
Q

D: gene-environment interaction

A

genes influence how we respond to the environment and the environment influences our genes

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21
Q

D: molecular genetics

A

directly assess the association between variations in DNA sequences and variations in a particular trait or traits

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22
Q

D: neural plasticity

A

the brain’s atomically differentiation is use-dependent; nature provides the basic processes and nurture provides the experiences needed to select the most adaptive network of connections based on use and function

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23
Q

D: etiology

A

the study of the causes of disorders

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24
Q

D: family systems

A

a theoretical paradigm that suggests it is difficult to predict the behaviour of a particular family member, such as a child, in isolation from other family members

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25
Q

D: health promotion

A

a new emphasis in understanding adaptation

- encourages changes, opportunities, and competence to achieve ones potential

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26
Q

D: attachment

A

the process of establishing and maintaining an emotional bond with parents or other significant individuals

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27
Q

D: Cortisol

A

a stress hormone that is implicated in a number of psychological disorders, especially mood and anxiety disorders

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28
Q

D: developmental cascades

A

process by which a child’s previous interactions and experiences may spread across other systems and alter their course of development
- like a chain reaction of developmental events

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29
Q

D: emotion reactivity

A

individual differences in the threshold and intensity of emotional experience, which provide clues to an individual’s level of distress and sensitivity to the environment

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30
Q

D: hypothalamic-pituitary-adrenal (HPA) axis

A

a regulatory system in the brain that is implicated in some psychological disorders

  • part of a feedback loop, where the hypothalamus receives a command from the brain and tells the endocrine system to produce certain hormones
  • when the hormones reach the desired level, the hypothalamus tells it to shut off again
  • with cortisol, the stress hormone that is released, sometimes the off switch doesn’t work and so the hormones just keep coming
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31
Q

D: emotion regulation

A

involves enhancing, maintaining, or inhibiting emotional arousal, which is usually done for a specific purpose

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32
Q

D: epigenetic

A

a biological change to a genetic structure which results from a variety of environmental factors

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33
Q

D: temperament

A

a child’s organized style of behaviour that appears in early development, which shapes a child’s approach to their environment

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34
Q

D: non shared environment

A

environmental factors that produce behavioural differences among siblings

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35
Q

D: shared environment

A

environmental factors that produce similarities in developmental outcomes among siblings of the same family

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36
Q

Temperament Style: Fearful or Inhibited

A

slow to warm up child
cautious in their approach of challenging situations
more variable in self-regulation and adaptability; may show distress or negativity in some situations

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37
Q

D: social cognition

A

how children think about themselves and others, resulting in the formation of mental representations of themselves, their relationships, and their social world

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38
Q

D: social learning

A

a set of theories which consider overt behavbious and also the role of possible cognitive mediators that may influence the behaviours directly or indirectly

  • suggests behaviours are learned by conditioning and also observational learning
  • we learn in social situations
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39
Q

D: temperament

A

a child’s organized style of behaviour that appears in early development, which shapes a child’s approach to their environment
- some temperaments seem to be correlated with certain disorders

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40
Q

Name the four attachment styles?

A

Secure
Insecure- Anxious-avoidant
Insecure- Anxious-Resistant
Disorganized, disoriented

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41
Q

Secure Attachment Style

A
  • infant readily separates from caregiver and explores
  • caregiver is a secure base to return to when distressed
  • infant returns to exploration after making contact
  • this type of attachment style serves as a protective factor against psychological disorders, but they can still occur
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42
Q

Anxious-Avoidant Attachment Style

A
  • infant engages in exploration, seeking little to no affective interaction with caregiver
  • infant is not wary of strangers, but distressed if left totally alone
  • as stress increases, avoidance increases
  • correlated with conduct disorders, aggressive behaviour, depressive symptoms
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43
Q

Anxious-Resistant Attachment Style

A
  • infant show disinterest or resistance to exploration and play
  • wary of novel situations and people
  • when reunited with caregiver, infant may mix contact-seeking and resistance/fusiness
  • correlated with phobias, anxiety, psychosomatic symptoms, depression
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44
Q

Disorganized/Disoriented Attachment Style

A
  • infant lacks coherent strategy
  • appears disorganized in novel situation and has no consistent pattern or regulating emotions
  • correlated with a wide range of personality disorders among others
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45
Q

D: epidemiological research

A

the study of the incidence, prevalence, and co-occurence of childhood disorders

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46
Q

D: incidence rates

A

reflect the extent to which new cases of a disorder appear over a given period of time

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47
Q

D: moderator variables

A

variables that influence the strength or direction of a relationship between two variables
- a relationship between A and B exists, but when M is introduced, the nature of this relationship changes

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48
Q

D: mediator variables

A

refer the the process, mechanism, or means through which a variable produces a particular outcome
- M explains or helps explain the relationship between A and B

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49
Q

D: ABAB reversal design

A

a research design where a behaviour baseline is established (A), treatment is introduced for a new baseline (B), treatment is withdrawn and we measure another baseline (A), and finally treatment is reintroduced (B)

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50
Q

D: analogue research

A

evaluation of a specific variable of interest is done under conditions that resemble or approximate the situation that the researcher wishes to generalize to

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51
Q

D: assent

A

a child must show some form of agreement to participate without necessarily fully understanding the process or significance
- must have caregiver informed consent and child assent

52
Q

D: case study

A

an intensive, usually anecdotal, observation and analysis of an individual child

53
Q

D: cohort

A

a group of individuals who are followed at the same time and experience the same cultural or historical events
- cohort effects are of concern in cross-sectional designs

54
Q

D: comorbidity

A

the simultaneous occurrence of two or more disorders that is far more common than would be predicted from the general population base rates of the individual disorder

55
Q

D: correlation coefficient

A

a number that describes the degree of association between two variables

56
Q

D: cross-sectional research

A

different individuals at different ages/stages are studied at the same point in time

57
Q

D: electroencephalogram (EEG)

A

measures electrical brain activity and allows us to link brain activity with ongoing thinking, emotion, or state of arousal

58
Q

D: external validity

A

refers to the degree to which findings can be generalized to a group of people or situation other than the one it was studied in

59
Q

D: internal validity

A

reflects how much a particular variable, rather than extraneous influences, accounts for results, changes, or groups differences

60
Q

D: naturalistic observation

A

unstructured observations in the child’s natural environment

61
Q

D: informed consent

A

requires that all participants be fully informed of the nature of the research- risks, benefits, expected outcomes, and alternatives- before agreeing to participate

62
Q

D: structured observation

A

observation of a child’s behaviour in highly structured situations involving specific tasks or instructions in a clinical/lab setting

63
Q

D: longitudinal research

A

research design where the same individuals are studied at different ages/stages as they progress through them

64
Q

Types of Reliability (3)

A

Internal Consistency- do all parts of the measurement contribute well
Interrater Reliability- reliability in scoring of different people
Test-Retest Reliability- results are stable over time and in repeated trials

65
Q

Types of Validity (7)

A

Face Validity- whether a measure appears to measure what we want
Construct Validity- whether scores on a measure behave as predicted by theory/past research
Convergent Validity- correlation between measures that should be correlated
Discriminant Validity- correlation between measures that should not be correlated
Criterion-Related Validity- how well a measure predicts behaviour where we would expect it to
Concurrent Validity- how well a measure predicts behaviour at the same time
Predictive Validity- how well a measure predicts future behaviour

66
Q

D: multiple-baseline design

A

measures multiple behaviours
different responses of the same individual are identified and measured over time to provide a baseline against which changes may be evaluated

67
Q

D: real-time prospective designs

A

a research sample is identified and then followed over time, with data collected at specified time intervals

68
Q

D: research designs

A

strategies used to examine questions of interest

69
Q

D: retrospective design

A

a sample of people is identified at the current time and asked for information relating to an earlier time

70
Q

D: single-case experimental designs

A

a research design used to evaluate the impact of treatment on one specific individual; often uses ABAB reversal

71
Q

D: qualitative research

A

focuses on narrative accounts, description, interpretation, context and meaning
- purpose: to describe, interpret, and understand a phenomenon of interest in the context it is experienced

72
Q

D: research

A

a systematic method of finding answers to questions

73
Q

D: Clinical Assessments

A

use of systematic problem-solving strategies to understand children with disturbances and their family and school environments

74
Q

D: Clinical Description

A

the first step in understanding a child’s problem; a summary of unique behaviours, thoughts, and feelings that together make up the features of the child’s psychological disorder
- attempts to capture target behaviours, familial concerns, and how they compare to norms

75
Q

D: Cultural Syndromes

A

a pattern of co-occuring, relatively invariant symptoms associated with a particular cultural group, community, or context

76
Q

D: Diagnosis

A

analyzing information and drawing conclusions about the nature or the cause of the problem, or assigning a formal diagnostic label for a disorder

77
Q

D: Idiographic Case Formulation

A

a clinical assessment focused on obtaining a detailed understanding on the individual child or family as a unique entity

78
Q

D: Nomothetic Formulation

A

a clinical assessment which emphasizes broad and general inferences that apply to large groups of individuals
- informed by norms; informs idiographic case formulation

79
Q

D: Prognosis

A

the formulations of predictions about future behaviour under specified conditions

80
Q

D: Treatment Planning and Evaluation

A

using assessment information to generate a plan to address the problem and to evaluate the effectiveness of that treatment

81
Q

D: Developmental/Family History

A

information obtained from the parents regarding potentially significant developmental milestones and historical events that might impact the child’s current difficulties
- often includes information about pregnancy, birth, developmental milestones, extended family history, etc.

82
Q

D: Multimethod Assessment Approach

A

an approach which emphasizes the importance of obtaining information from different informants in a variety of settings and using a variety of methods to obtain the information

83
Q

D: Semistructured Interviews

A

an interview process which includes specific questions designed to elicit information in a relatively consistent manner regardless of who is conducting the interview

84
Q

D: Behavioural Assessment

A

a strategy for evaluating a child’s thoughts, feelings, and behaviours in specific settings, and then using this information to formulate hypotheses about the nature of the problem and what can be done about it

85
Q

D: Target Behaviours

A

behaviours of interest; the primary presenting problems

- the goal is to understand what factors may be influencing these behaviours

86
Q

D: Behavioural Analysis/ Functional Analysis of Behaviour

A

a general approach to systematically organizing and using assessment information to in terms of antecedents, behaviours, and consequences (ABC’s)
- goal is to identify as many factors as possible that could be contributing to behaviour and which of those can be changed

87
Q

D: Test

A

a task or a set of tasks given under standard conditions with the purpose os assessing some aspect of knowledge, skills, or personality
- not all assessment is in the form of a test, but often tests work together to inform assessment

88
Q

D: Categorical Classification

A

systems such as the DSM-5 that are based primarily on informed professional consensus

  • tends to assume there is an underlying cause and identifiable, classifiable symptoms
  • each disorder is distinct from others
89
Q

D: Best Practice Guideline

A

systematically developed statements to assist practitioners and patients with decisions regarding appropriate treatments for specific clinical conditions

90
Q

D: Developmental Tests

A

used to assess infants and young children and are generally carried out for the purposes of screening, diagnosis, and evaluation of early development
- identify whether children are meeting developmental milestones and whether they are at risk for future problems

91
Q

D: Dimensional Classification

A

systems of classification that assume that many independent dimensions or traits of behaviour exist, and that all children possess them to varying degrees
- only when they are significantly above average (Clinically significant) are we concerned

92
Q

D: Neuropsychological Assessment

A

attempts to link brain functioning with objective measures of behaviour known to depend on an intact CNS

93
Q

D: Projective Tests

A

tests that present the individual with ambiguous stimuli and asks the individual to describe what they see
- the hypothesis is that an individual will project their personality and the unconscious on the stimuli

94
Q

D: Cultural Compatibility Hypothesis

A

treatment is likely to e more effective when it is compatible with the cultural patterns of the child and family

95
Q

D: Intervention

A

a broad concept that encompasses many different theories and practices aimed at helping children and families adapt more effectively to their current and future circumstances

96
Q

D: Prevention

A

efforts aimed at decreasing the chances that undesired future outcomes will occur

97
Q

D: Specifiers

A

are used after assessment with DSM-5 criteria to describe more homogenous subgrouping or individuals with the disorder who share particular features and to communicate information that may be relevant to the treatment of the disorder

98
Q

D: Treatment

A

corrective actions that will permit successful adaptation by elimination or reducing the impact of an undesired problem or outcome that has already occurred

99
Q

D: Evidence-Based Treatments (EBT)

A

clearly specified treatments shown to be effective in controlled research with specific populations

100
Q

D: Maintenance

A

efforts to increase adherence to treatment over time to prevent relapse or recurrence of a problem

101
Q

Psychodynamic Treatments

A

P: view child psychopathology as determined by underlying unconscious and conscious conflicts
G: helping the child develop an awareness of unconscious factors that may be contributing to their problems

102
Q

Behavioural Treatments

A

P: view abnormal child behaviours as being learned
G: re-educating the child; teaching more adaptive behaviours through reinforcement, modelling, etc.

103
Q

Cognitive Treatments

A

P: view abnormal child behaviour as resulting from deficits and distortions in the child’s thinking
G: changing the faulty thought patterns, which should change the behaviours and feelings

104
Q

Cognitive-Behavioural Treatments

A

P: view psychological disturbances as the result of both faulty thought patterns and faulty learning
G: Identifying maladaptive cognitions and replace them with more adaptive ones; teaching the child to use cognitive and behavioural coping strategies in specific situations to regulate behaviour

105
Q

Client-Centred Treatments

A

P: view child psychopathology as the result of social or environmental circumstances that are imposed on the child and interfere with their capacity for growth and adaptation
G: allow the child to guide the treatment to achieve their own goals

106
Q

Family Treatments

A

P: view psychopathology as something that exists both in the child and determined by variable operating in the larger family system
G: interactions with the whole family, focusing on resolving underlying issues and teaching adaptive behaviours

107
Q

Neurobiological Treatments

A

P: view psychopathology as resulting from neurobiological impairment or dysfunction
G: treat using primarily psychopharmaceuticals and other biological treatments

108
Q

D: Psychological Disorders

A

patterns of behavioural, cognitive, emotional, or physical symptoms linked with one or more of the following:
Distress
Disability
Increased risk for further suffering or harm to self or others

109
Q

Types of Child Rearing Environments that Predict Resilience for Boys

A

male role model
structure and rules
encouragement of emotional expressiveness

110
Q

Types of Child Rearing Environments that Predict Resilience for Girls

A

combination of being pushed to risk-taking and independence

support from a female caregiver

111
Q

Maturation in the Brain

A

0-3y- areas governing basic sensory and motor skills mature
Early Childhood- perceptual and instinctive centres strongly affected
5-7y- prefrontal cortex and cerebellum rewired
9-117- major restructuring occurs, and continues until around age 25

112
Q

Hindbrain

A

Lower part of the brain stem

  • contains medulla, pons, cerebellum
  • essential regulation of autonomic activities
  • motor coordination
113
Q

Midbrain

A

Upper part of the brain stem

  • coordinates movement with sensory input
  • diencephalon- thalamus and hypothalamus- important for regulation of behaviour and emotion (relay between forebrain and hindbrain)
114
Q

Forebrain (3 components)

A

Highly specialized functions

  • limbic system- regulate emotional experience and expression- important in learning and impulse control-regulates basic drives
  • basal ganglia- regulates/filters info related to cognition, emotions, mood and motor function
  • cerebral cortex- largest part of forebrain; specialized human function- left (cognitive) right (social/creativity)
115
Q

D: parietal lobes

A

integrate auditory, visual, and tactile signals

- immature until age 16

116
Q

D: temporal lobes

A

emotional maturity

- still developing after age 16

117
Q

D: corpus callosum

A
  • intelligence, consciousness, and self-awareness
  • integrates both sides of the brain
  • reaches full maturity in 20’s
118
Q

D: treatment efficacy

A

whether the treatment can produce changes under well-controlled conditions

119
Q

D: treatment effectiveness

A

whether the treatment can produce changes in clinical practice/real world

120
Q

Temperament Style: Positive Affect and Approach

A

easy child

  • generally approachable
  • adaptive to their environment
  • self-regulatory of basic functions
121
Q

Temperament Style: Negative Affect or Irritability

A

difficult child

  • negative or intense moods
  • not very adaptable- get stressed in novel or challenging situations
  • arrhythmic
  • don’t like limitations placed on them
122
Q

Developmental Tasks, Common Problems, and Clinical Disorders- 0-2 Years

A

T: eating, sleeping, attachment
P: stubbornness, temper, toileting
D: mental retardation, feeding disorders, autism

123
Q

Developmental Tasks, Common Problems, and Clinical Disorders- 2-5 years

A

T: language, toileting, self-care skills, self-control, peer relationships
P: arguing, attention, disobedience, fears, overactivity, resisting bedtime
D: SL, problems from abuse, anxiety (eg phobias)

124
Q

Developmental Tasks, Common Problems, and Clinical Disorders- 6-11 years

A

T: academic skills/rules, rule governed games, simple responsibilities
P: arguing, inability to concentrate, self-consciousness, showing off
D: ADHD, LD, school refusal, conduct problems

125
Q

Developmental Tasks, Common Problems, and Clinical Disorders- 12-20 years

A

T: relationships, identity, independence, increased responsibilities
P: arguing, bragging, anger outbursts, risk taking
D: Eating disorders, delinquency, suicide, substance abuse, schizophrenia, depression

PS320- Developmental Psychopathology (2 decks)

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