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ELE PEC > Unit 1: intro to child psychopathology > Flashcards

Unit 1: intro to child psychopathology Flashcards

1
Q

a pattern of behavioral, cognitive, emotional, or physical symptoms shown by an individual

A

psychological disorder

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2
Q

pattern of psychological disorder associated with one or more of the following three prominent features

A
  • some degree of distress
  • some degree of disability that interferes with or limits activity
  • increased risk of further suffering or harm
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3
Q

T or F: the definition of a psychological disorder includes circumstances in which such reactions are expected and appropriate as defined by one’s cultural background

A

F; the definition of a psychological disorder EXCLUDES circumstances

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4
Q

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

A

stigma

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5
Q

what is the primary purpose of using terms such as disorder and abnormal behavior?

A

to aid clinicians and researchers in describing, organizing, and expressing the complex features associated with the various patterns of behavior

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6
Q

this study considers not only the degree of maladaptive behavior, but also children’s competence

A

the study of abnormal child psychology

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6
Q
A
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7
Q

the ability to successfully adapt in the environment

A

competence

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8
Q

the child’s ability to use internal and external resources to achieve a successful adaptation

A

developmental competence

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9
Q

T or F: successful adaptation varies across culture and ethnicity

A

true

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10
Q

these tell how children typically progress within each domain as they grow

A

developmental tasks

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11
Q

it refers to the sequence and timing of particular behaviors, as well as the possible relationships between behaviors over time

A

developmental pathways

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12
Q

it is an active, dynamic process that can account for very different beginnings and outcomes

A

development

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13
Q

what are the two developmental pathways

A
  • multifinality
  • equifinality
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14
Q

type of developmental pathway: similar early experiences lead to different outcomes

A

multifinality

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15
Q

type of developmental pathway: different early experiences lead to a similar outcome

A

equifinality

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16
Q

these are variables that precede negative outcomes of interest and which increase the probability that the outcomes will occur

A

risk/vulnerability factors

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17
Q

examples of these are community violence, parental divorce, chronic poverty, care-giving deficits, parental mental illness, death of a parent, community disasters, homelessness, family breakup, and perinatal stress

A

risk factors

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18
Q

these are personal or situational variables that reduce the chances for a child to develop a disorder

A

protective factors

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19
Q

it is associated with strong self-confidence, coping skills, ability to avoid risk situations, and ability to fight off or recover from misfortune

A

resiliency

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20
Q

T or F: resilience is not a universal, fixed attribute

A

true

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21
Q

what are the factors that affect rate and expression of mental disorders

A
  • poverty and socioeconomic disadvantage
  • sex differences
  • race, ethnicity, and culture
  • child maltreatment and non-accidental trauma
  • sexual minority youths
  • lifespan implications
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22
Q

it has a significant, but indirect, effect on children’s adjustment, likely due to its association with other negative influences

A

poverty

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23
Q

these appear negligible in children under the age of 3, but increase with age

A

sex differences

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24
Q

boys or girls: they show higher rates of early onset disorders that involve neuro-developmental impairment (autism, ADD, conduct and reading problems)

A

boys

25
Q

boys or girls: they show more emotional disorders with onset in adolescence (depression and eating disorders)

A

girls

26
Q

this type of problem includes anxiety, depression, somatic symptoms, and withdrawn behavior

A

internalizing problems

27
Q

this type of problem encompass more acting-out behaviors (aggression and delinquent behavior)

A

externalizing problems

28
Q

T or F: research on abnormal behavior can be generalized from one culture to another

A

F; it should not be generalized from one culture to another unless there is support for doing so

29
Q

multidisciplinary perspectives on child psychopathology: the study of abnormal child behavior requires an understanding of developmental processes and of individual and situational events that can influence the course and direction of a child’s life

A

theoretical foundations

30
Q

it is the study of the causes of childhood disorders; it considers how biological, psychological, and environmental processes interact to produce the outcomes that are observed over time

A

etiology

31
Q

it is an approach to describing and studying disorders of childhood and adolescence in a way that stresses the importance of developmental processes and tasks

A

developmental psychopathology

32
Q

three prominent assumptions derived from a developmental psychopathology perspective

A
  • abnormal development is multiply determined
  • child and environment are interdependent
  • abnormal development involves continuities and discontinuities
33
Q

this implies that developmental changes are gradual and quantitative; future behavior patterns can be predicted from earlier patterns

A

continuity

34
Q

this implies that developmental changes are abrupt and qualitative; future behavior is poorly predicted by earlier patterns

A

discontinuity

35
Q

multidisciplinary perspectives on child psychopathology: no single theoretical foundation can explain various behaviors or disorders

A

integrative approach

36
Q

these have very different symptoms and causes, but they share a common ground— they are an indication of adaptational failure in one or more areas of development

A

children’s psychological disorders

37
Q

it is the failure to master or progress in accomplishing developmental milestones

A

adaptational failure

38
Q

this view of development implies an active, dynamic process of continual change and transformation

A

organizational view of development

39
Q

these are windows of time during which environmental influences on development are enhanced

A

sensitive periods

40
Q

this perspective considers brain and nervous system functions as underlying cases of psychological disorders in children and adults

A

neurobiological perspective

41
Q

it is an organized, hierarchial process that builds on earlier functions, with brain structures restructuring and growing throughout the life span

A

brain maturation

42
Q

these are basic physical and functional units of heredity

A

genes

43
Q

T or F: most of our behavior, personality and intelligence are determined by many genes, each contributing only a small portion

A

true

44
Q

he explored gene-environment interactions and their relationship to psychological disorders

A

eric kandel

45
Q

this model believes hat people develop a psychological disorder in response to stress because they have an underlying predisposition to the disease

A

diathesis-stress model

46
Q

the more vulnerable a person is and the lower his threshold, the less stress it takes to trigger a disorder

A

diathesis-stress model

47
Q

this model claims that people with a genetic predisposition to a disorder may also have a genetic tendency to create environmental risk factors that promote the disorder

A

reciprocal-gene environment model

48
Q

this system regulates certain processes in the body throughout the production of hormones

A

the endocrine system

49
Q

they make up the regulatory system known as the HPA axis which has been implicated in several disorders, especially in anxiety and mood disorders

A
  • hypothalamus
  • pituitary glands
  • adrenal glands
50
Q

the biochemical currents of the brain that make connections between parts of the brain

A

neurotransmitters

51
Q

neurotransmitters that are most commonly implicated in psychopathology

A

serotonin, GABA, norepinephrine, and dopamine

52
Q

multidisciplinary perspectives on child psychopathology: this perspective claims that children’s inherited characteristics couple with experiences and influences in their environment can shape them

A

psychological perspectives

53
Q

these are core elements of human psychological experience that serve as important internal monitoring and guidance systems designed to appraise events as either beneficial or dangerous

A

emotions and affective expression

54
Q

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

A

emotion reactivity

55
Q

it involves enhancing, maintaining, or inhibiting emotional arousal, often for a particular purpose of goal

A

emotion regulation

56
Q

it refers to the child’s organized style of behavior that appears early in development, such as fussiness or fearfulness

A

temperament

57
Q

it is a subset of the broader domain of personality, so it is often considered an early building block of personality

A

temperament

58
Q

the three primary dimensions of temperament

A
  • positive affect and approach
  • fearful or inhibited
  • negative affect or irritability
59
Q

this examines the relationships between behavior and its antecedents and consequences

A

applied behavior analysis (ABA)

60
Q

ABA is based on four primary operant learning principles

A
  • positive reinforcement
  • negative reinforcement
  • extinction
  • punishment
61
Q
A

ELE PEC (1 decks)

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