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psy602- developmental psychopathology > week 1- intro > Flashcards

week 1- intro Flashcards

1
Q

what is developmental psychopathology?

A

the study of psychosocial and mental health problems in children and psychosocial and mental health problems in children and youth (i.e., birth – 17 years)

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2
Q

what type of approach does DP take?

A

bio-psycho-social approach

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3
Q

what is developmental criminology?

A

he study of the onset, course, and desistance of antisocial and criminal behaviour across the lifespan

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4
Q

what word best describes psychopathology?

A

process

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5
Q

what three things is DP grounded in?

A

theory, research, and practice

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6
Q

what are 9 main topics in understanding childhood disorders?

A
  1. Presentation – core characteristics (always variability), what do these disorders look like? What are its core characteristics?
  2. Clinical diagnosis – symptoms, subtypes, specifiers
  3. Prevalence
  4. Course of the disorder
  5. Associated characteristics
  6. Comorbidity
  7. Developmental course
  8. Causes
  9. Treatments
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7
Q

what 7 question are addressed by the DP field?

A
  1. How common are disorders in children and adolescents?
  2. How stable are childhood disorders over time?
  3. How many children with one disorder also show one or more other disorders
    (referred to as co-morbidity)
  4. What are the factors that lead to the development (i.e., onset or etiology) of a particular disorder in children, in general (nomothetic approach), and in a given, in particular (ideographic approach)?
  5. What are the factors that contribute to the manifestation (ex. Clinical presentation) of a particular disorder in children, in general, and in a given child, in particular?
  6. How does a particular disorder express itself across the lifespan?
  7. What types of treatment interventions should be used with children with particular disorders and what could I do to help?
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8
Q

what are the 3 key features of a mental disorder?

A
  1. There is some expression of personal distress (such as fear or sadness)
  2. There is some impairment in functioning, which interferes with functioning in various domains (ex. social, academic)
  3. Such distress increases the risk of further suffering or harm, such as death or an important loss of freedom
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9
Q

development is about _______ and _______

A

change and continuity

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10
Q

To understand the symptoms of a disorder, you need to consider the _____________ of the behaviours

A

age appropriateness

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11
Q

A different set of factors will be associated with the _______ of a disorder than will be associated with the _______ of the disorder

A

onset and maintenance

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12
Q

what are 3 Reasons Why the Interest in the Study of Child Psychopathology has Increased Recently

A

There is increased recognition that:
1. Many childhood problems have lifelong consequences for the child and for society
2. Most adult disorders are rooted in early childhood conditions and/or experiences
3. A better understanding of childhood disorders may provide the basis for designing more effective intervention and prevention programs

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13
Q

Childhood psychopathology is a relatively ________ occurrence

A

common

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14
Q

do children “grow out” of their disorders? why?

A

no they dont, there are continuities across ages

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15
Q

what does multifinality mean

A

refers to the notion that similar early experiences lead to different outcomes

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16
Q

what does equifinality mean?

A

refers to the notion that different early experiences lead to a similar outcome

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17
Q

true or false: developmental psychopathology leads to accumulating consequences?

A

true

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18
Q

what are the things called that make it more susceptible to developing a mental health disorder? give some examples

A

risk factors
ex. -chronic poverty
-serious caregiving deficits by primary caregiver
-parental mental illness
-death of a parent
-community disasters
-homelessness
-family breakup
-pregnancy and birth complications

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19
Q

what does having risk factors typically involve?

A

acute, stressful situations, as well as chronic adversity

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20
Q

what are buffers called that decrease the likelihood of developing a mental health disorder even when risk factors are present?

A

resilience or protective factors

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21
Q

what does competency refer to generally?

A

the ability to successfully adapt in the environment

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22
Q

how can we operationally define competency?

A

successful completion of developmental tasks

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23
Q

what makes it harder for children of ethnic minorities to have competency?

A

they must cope with multiple forms of racism, prejudice, discrimination, oppression, and segregation, all of which significantly influence a child’s adaptation and development

24
Q

is resilience a fixed, universal, categorical attribute, or one that varies across times and situation?

A

varies across times/situations

25
Q

what is the protective triad?

A
  1. Strength of the child
  2. Strength of the family
  3. Strength of the school/community
26
Q

what are 4 potential problems with diagnoses?

A
  1. Labelling
  2. Stigmatizing
  3. Used to define the individual or used as a means of social control (ex. Segregation and institutionalization)
  4. Focus on issues of deviancy, bad, immoral, sick, diseased, and social pariah
27
Q

what are 9 potential values of diagnoses?

A
  1. Identify and validate for the person the problems that they are experiencing and the possible reasons for them
  2. Describe or explain the nature of the problem
  3. Formulate a treatment plans
  4. Receive assistance
  5. Give choices and options
  6. Give hope for change
  7. Educate people about misconceptions
  8. Evaluate treatment effectiveness
  9. Facilitate research and the study of causes and treatments
28
Q

what are 4 Important Features that Distinguish Most Child and Adolescent Disorders

A

→ When adults seek services for children, it often is not clear whose concern it is- (child or parent)
→ Many child and adolescent behaviours of concern involve failure to show expected developmental progress
→ Many behavioural of concern shown by children and youths are ot entirely atypical
→ Interventions for children and adolescents often are intended to promote further development, rather than merely to restore a previous level of functioning

29
Q

what did ancient greek and roman societies view of children? what happened to them?

A

-ancient greek and roman societies believed any person with a mental or physical disability was a social embarrassment and an economic burden and was to be abandoned or put to death

30
Q

how did the 17th and 18th century view children?

A

-during the 17th and 18th century many children died due to lack of medication, parental abandonment, parental abuse
-children were viewed as property of the parents

31
Q

who did the first work in the 19th century with a special child? what did he do?

A

Jean Marc Itard who took care of victor (the kid in the woods)

32
Q

what 2 important influences of the 19th century caused societal interest in the welfare of children with mental health concerns to rise?

A
  1. With advances in general medicine, physiology, and neurology, the “moral insanity” view of psychological disorders was replaced by the organic disease model, which emphasized more humane forms of treatment
  2. The growing influence of Locke’s philosophies – children should be treated with moral guidance and support
33
Q

what two things happened in response to the social conscious change in the 19th century?

A
  • these changing views resulted in an increased concern for moral education, compulsory education, and improved health practices
34
Q

how did early biological explanations of the 20th century explain DP?

A

-put blame on person
-believed psychopathology was a form of disease and sought to prevent it by raising the standards of care and disseminating reliable information – as a result, detection and intervention methods flourished

35
Q

what is one downside to the biological model?

A

intervention was limited to people with visible and prominent disorders (ex. Psychosis or severe intellectual disability)

36
Q

how did societies attitude toward people with mental health disorders change during the 20th century?

A

-a revert in attitude towards mental health – hostility, disdain
-the first two decades of the 20th century most people with mental disabilities were institutionalized or segregated, and eugenics was popular

37
Q

when did psychological attributions emerge?

A

20th century

38
Q

what did psychological attributions do in the 20th century?

A

-this allowed researchers to organize and categorize various psychological issues through the development of diagnostic categories, new criminal offences, and additional monitoring procedures for identified individuals

39
Q

what are 2 Major Theoretical Paradigms that Helped Shape Emerging Psychological and Environmental Influences? briefly explain both

A
  1. Psychoanalytic Theory
    -freud duhhhh
    -childhood experiences, inborn drives and predispositions affect development
    -outcomes depended on the interaction of developmental and situational processes that change over time
  2. Behaviourism
    -pavlov and watson (little albert)
    -conditioned and unconditioned responses
40
Q

who was a prominent figure in ecological and cognitive theories? what did he do?

A

piaget
-studied how children’s brains developed in relationship to their environment

41
Q

list and explain all 5 systems within the ecological systems theory (interactive systems that impact child development)

A

→ Microsystem – structures in which children directly interact with other individuals (ex. School, home, church)
→ Mesosystem – the interconnections between microsystems (ex. How family interacts with school)
→ Exosystem – relationships between socio political structures that directly impact the child (ex. Local funding for education)
→ Macrosystem – the overarching societal and cultural systems in which the individual, as well as the micro and exo system exist
→ Chronosystem – the specific relationships between these systems and the time course in which they occur (ex. Sociocultural events during the development of the child)
-this framework showed the change from the blame being on the individual to on developmental and systemic factors

42
Q

what type of treatment was used in the 50’s and 60’s

A

behavioural therapy like operant and classical conditioning

43
Q

what type of treatment approach was seen as ineffective and which was seen as the norm

A

ineffective- psychoanalytic
norm- lab based

44
Q

what major milestone happened in 2007 for disabled children? why was it major?

A

the un adopted a convention to protect disabled peoples rights around the world – this prompted a shift from seeing them as objects to people with human rights

45
Q

is there a simple straightforward answer to: “What is Psychopathology in Children/Adolescents?”, what do we try to answer instead?

A

-no
-the big question is what to determine as typical or atypical behaviour

46
Q

what is a psychological disorder?

A

defined as a pattern of behaviour, cognitive, emotional, or physical symptoms shown by an individual

47
Q

what are the 3 features used to determine if one has a psychological disorder?

A

(a pattern of behaviour, cognitive, emotional, or physical symptoms shown by an individual)
Such pattern is associated with one or more of 3 features:
→ The person shows some degree of distress, such as fear or sadness.
→ Their behaviour indicates some degree of disability, such as impairment that substantially interferes with or limits activity in one or more important areas of functioning, including physical, emotional, cognitive, and behavioural areas.
→ Such distress and disability increase the risk of further suffering or harm, such as death, pain, disability, or an important loss of freedom
-(this excludes special circumstances ex. Death of a loved one)

48
Q

what are terms used to describe? why?

A

behaviours not people (ex. Dont say anxious or bipolar child), as it creates stigma

49
Q

what 2 things do child psychopathologists usually look for to determine if one has a disorder or not?

A

both the degree of maladaptive behaviour shown in children but also the extent to which they achieve typical development

50
Q

what are some examples of developmental tasks for infancy to preschool?

A

attachment to caregivers, language, differentiation of self from environment

51
Q

what are some examples of developmental tasks of middle childhood?

A

self control, compliance, school adjustment (attendance, conduct), academic achievement (can they read, do math), getting along with peers, rule governed conduct

52
Q

what are some examples of developmental tasks of adolescence?

A

successful transitioning to secondary school, academic achievement, involvement in extracurriculars, forming close friendships, cohesive sense of identity

53
Q

what is one of the most fundamental tasks throughout life?

A

CONDUCT

54
Q

what is a developmental pathway?

A

the sequence and timing of particular behaviours and to highlight the known and suspected relationships of behaviours over time

55
Q

what do developmental pathways allow us to do?

A

visualize development as an active, dynamic process that can account for children who have similar beginnings and different outcomes (and vice versa) and helps us understand the course and nature of typical and atypical development

56
Q

is treatment common for most children with a mental health disorder? who is most likely to get treatment?

A

no, less than 2 thirds of adolescents receive treatment – most likely older caucasian males with behavioural rather than emotional disorders

57
Q

the lifespan impact of children’s mental health is most severe when the behaviours continue ___________

A

untreated

psy602- developmental psychopathology (6 decks)

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