Problem 1 Flashcards
1
Q
The 4 D’s to identify atypical behaviour
A
- Deviance: how much a behaviour deviates from societal norms
- Dysfunction: the extent to which the behaviour disrupts daily functioning
- Distress: the emotional pain or discomfort caused by the behaviour
- Danger: risks associated with the behaviour including self harm or harm to others
2
Q
Neurobiological Theories
A
- identify the impact of biological and genetic factors on individual differences
- there is more recognition of the interaction between genes and environmental factors
- determines malfunctioning parts of the brain/body
3
Q
Psychosexual stages of development
A
- Freud (ew) thought that abnormal behaviour resulted from fixations or regressions based on unresolved stages of conflict
1. Oral: passivity and aggression
2. Anal: retentiveness or expansiveness
3. Phallic: vanity, self obsession, sexual anxiety, inferiority, envy
4. Genital: maturity
4
Q
Psychosocial Stages of Development:
A
- individuals face a conflict between two opposing states that eventually shape their personality
- failure to complete a stage can result in a reduced ability to complete a later stage and thus issues with personality and sense of self
1. Infancy (0-1 yrs) - trust vs mistrust
2. Early Childhood (1-3 yrs) - autonomy vs shame/doubt
3. Play age (3-6 yrs) - initiative vs guilt
4. School age (7-11 yrs) - industry vs inferiority
5. Adolescence (12-18 yrs) - identity vs confusion
6. Early adulthood (19-29 yrs) - intimacy vs isolation
7. Middle age (30-64 yrs) - generativity vs stagnation
8. Old age (65+ yrs) - integrity vs despair
5
Q
Bowlby’s Attachment Theory:
A
- early attachment relationships significantly impact individuals throughout their lives
1. Secure: more independent, better problem solver in new situations
2. Avoidant (insecure) - rarely showed distress when separated from caregivers
3. Resistant (insecure) - clingy behaviours, greater upset at separation
4. Disorganized (insecure) - distressful and frightened responses to caregiver
6
Q
Behavioural Theories
A
- behaviour is shaped by positive and negative reinforcement and punishment
7
Q
Piaget’s Stages of Cognitive Development
A
- Sensorimotor (0-2 yrs) - children understand the world through sense and actions, they gain coordination of sensory input and motor responses and gain object permanence
- Preoperational (2-7 yrs) - Children understand the world through language and mental images, symbolic thought is developed and marked by irreversibility, centration and egocentrism
- Concrete Operational (7-12 years) - children understand the world through logical thinking and categories, mental operations are applied to concrete events and conservation is mastered
- Formal operational (12+ yrs) - children understand the world through hypothetical thinking and scientific reasoning: mental operations can be applied to abstract ideas.
8
Q
Bandura’s Social Cognitive Theory
A
- emphasizes significance of observational factors and social learning on behaviour
- triadic reciprocity: behaviour is not only shaped by surroundings, but also their personal traits, creating a reciprocal influence
8
Q
A
9
Q
Hostile Attribution Bias
A
- Bandura found that those who are rejected by their peers have a tendency to misinterpret ambiguous social cues as hostile
10
Q
Parenting Styles
A
- Authoritarian: high demand, low warmth, parents are harsh, use punishment and are unresponsive, children are often aggressive or overly timid
- Permissive ( low demand, high warmth): parents make little to no demands and do not monitor child’s behaviour, children fail to develop a sense of responsibility, assertion and self control
- Authoritative (high demand, high warmth): children set guidelines for behaviour and are flexible and listen to their children, children tend to have high degrees of self esteem, independence, cooperation, self-control and competence
- Neglectful (low demand, low warmth): this style has the most damaging consequences on cognitive and social-emotional development
11
Q
Family Systems Theory
A
- focuses on interactions between people in the family and between the family and contexts in which they are apart of
12
Q
Bronfenbrenner’s Biological model
A
- Microsystem: child interacts with its family and peers at school
- The microsystem interacts with the exosystem (economic situation, social services and healthcare) and this interaction is called the mesosystem
- The macrosystem ( attitudes and ideologies of the culture) encases the exosystem
- The chronosystem which is the environmental changes that occur over life’s course encase the macrosystem
- each system has a bidirectional relationship
12
Q
Sameroff’s Transactional Model
A
- development is viewed as a result of a set of ongoing interactions between individuals that result in the modification of each individual’s behaviour
13
Q
Equifinality
A
- different pathways lead to the same outcome
14
Q
Ethical considerations
A
- ethics code: beneficence and nonmaleficence (do no harm), fidelity and responsibility (trustworthiness), integrity (honesty), justice (fairness) and respect for dignity for individuals
- children’s cognitive limitations may impede their understanding of participations in research, necessitating parental consent alongside the child’s assent
- discussing confidentiality with adolescents is crucial, however there are limits due to mandated reporting of abuse
15
Q
Downsides of Psychological Approaches
A
- Longitudinal: subject shrinkage and research program costs
- Cross sectional: loss of information regarding developmental pathways and cohort efforts
- Accelerated longitudinal design combines the two approaches by reduction of time necessary and protecting against cohort effects
16
Q
Inner Circle Risk Factors
A
- difficult temperament
- low birth weight
- extremely low or high intellectual level
- genetic associations to psychopathology
17
Q
Inner Circle Protective Factors
A
- being able bodied
- average to high intellectual level
18
Q
Immediate Environment (microsystem) risk factors
A
- home violence
- inconsistent parenting
- poor peer relationships
- maternal depression
- insecure attachment
- academic lags
19
Q
Immediate environment Protective Factors
A
- good peer relations
- extracurricular activities
- supportive parents that foster healthy attachments
20
Q
Social and Financial (exosystem) risk factors)
A
- financial strains/poverty
- low parent education
- parental occupation status
- unsafe neighbourhood
- inaccessibility of nutritive food, clean water and healthcare
21
Q
Social and Financial Risk Factors
A
- opposite of risk factors mentioned
22
Q
Cultural Context (macrosystem) risk factors
A
- being a member of an ethnic/sexual/gender minority in a conservative/homogenous location
23
Cultural context protective factors
- presence of social support systems
- ability to seek assistance outside of the family
24
Cumulative Risk Effects
- when multiple risk factors have a compounding impact, making it essential to identify and address them
25
Goals of Assessment and Diagnosis
1. what are the characteristics of the child's problem?
2. how should the clinician conduct an in-depth evaluation of the problem
3. what are the appropriate intervention strategies?
26
Issues with DSM
- does not consider symptom presentations that change with age
- is subjective (different diagnoses from different clinicians)
- does not account for complexities of a person's mental health
27
Issues with DSM that have been changed
1. developmental and lifespan considerations: did not always take changing symptom presentations with age into account
2. comorbidity and clustering of disorders along internalizing and externalizing dimensions: increased emphasis on dimensional aspects of diagnosis now, this recognises the influence of genetics and environment
3. dimensional cross-cutting symptom measures are now used: to allow for more information beyond matching symptom presentation to criteria
4. DSM-V has reconceptualised some childhood disorders for accuracy and included diagnostic criteria for childhood/early onset
5. diagnostic considerations and prognostic factors were added to have a fuller picture of the problem
6. additional advice on clinical case formulation has been added both in the general section of the DSM as well as on some disorders
