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WINTER 2024 > 412 Chapter 1 > Flashcards

412 Chapter 1 Flashcards

1
Q

what are the main issues in child psychology

A
  • defining normal/abnormal behaviour for various ages, sexes, cultural backgrounds
  • causes and correlates
  • predictions for long-term outcomes
  • methods of treatment and prevention
  • figuring out the ‘problem’ (children are referred by adults)
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2
Q

Victor of Aveyron

A
  • Jean-Marc Itard took care of him after he had been living in the woods without socialization because he wanted to show that his neglect could be reversed - only small changes
  • beginnings of understandings that early environments could contribute to mental disorders
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3
Q

John Locke

A
  • started a philosophy of humane care and social protection (individual rights)
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4
Q

who contributed to a new philosophy of care for children?

A
  • John Locke
  • Jean-Marc Itard
  • Leta Hollingworth: defective children were suffering from emotional/behavioural problems caused by bad treatment by adults
  • Benjamin Rush: children are incapable of insanity because their brains are still underdeveloped
  • Dorothea Dix: organic disease model, established humane mental hospitals for youths
  • Clifford Beers: criticized ignorance and tried to disseminate reliable information based on the biological model
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5
Q

Freud’s renewed optimism in treatment

A
  • tracing roots to early childhood
  • both inborn drives and experiences affect child psychopathology (contrary to the popular view that it resides within a person)
  • proper experiences/context can help treat
  • incorporates developmental stages
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6
Q

psychological disorder

A
  • pattern of cognitive, behavioural, emotional, physical symptoms
  • causes distress, disability (interferes with daily functioning), distress and disability increase risk of harm
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7
Q

competence

A

child’s ability to adapt successfully within an environment

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8
Q

developmental competence

A

ability to use internal and external resources to achieve adaptation

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9
Q

developmental tasks

A

assessing competence in conduct and academic achievement

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10
Q

developmental tasks infancy to preschool

A
  • attachment to caregiver
  • language
  • differentiation of the self from the environment
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11
Q

developmental tasks middle childhood

A
  • Self-control, compliance
  • School adjustment
  • Academic achievement
  • Getting along with peers
  • Following rules, prosocial conduct
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12
Q

developmental tasks adolescence

A
  • Transition to secondary
  • Academic achievement
  • Extracurriculars
  • Close friendships within/across gender
  • Cohesive self-identity
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13
Q

developmental pathway

A
  • sequence and timing of behaviours and relationships between behaviours
  • maltreatment can alter the initial course of development
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14
Q

multifinality

A
  • similar beginning can lead to various outcomes
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15
Q

equifinality

A
  • many different beginnings can lead to the same outcome
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16
Q

risk factor

A

precedes a negative outcome of interest and increases the chances that the negative outcome will occur

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17
Q

protective factor

A
  • personal or situational variable that reduces the chances for child to develop a disorder
  • strength of the individual, strength of the family, strength of the school and community
18
Q

resilience

A

sustained competence while under stress or rebound to a previously healthy level of competence after a traumatic experience

19
Q

poverty and SES disadvantage

A
  • impairments in learning ability and school achievement
  • affects the PFC: reduced impulse control and judgment
  • greater inequality and powerlessness = greater impact on mental health
20
Q

more common disorders in boys

A

hyperactivity, autism, childhood disruptive disorders, learning and communication disorders (more neurodevelopmental disorders with onset in childhood)

21
Q

more common disorders in girls

A

anxiety, depression, eating disorders (emotional disorders with onset in adolescence)

22
Q

externalizing problems

A
  • acting-out (aggression and delinquent behaviour)
  • higher prevalence in boys at a younger age, then decreases and converges with girls rates at age 18
23
Q

internalizing problems

A
  • anxiety, depression, somatic symptoms, withdrawn behaviour
  • equal prevalence at an early age for boys and girls, then diverges to be higher for girls at age 18
24
Q

resilience predictors in boys

A
  • male role model, structure and rules, encouragement of emotional expression
25
Q

resilience predictors in girls

A
  • encouragement of risk-taking and independence, support from a female caregiver
26
Q

potential signs of abnormal behaviour

A
  • norm violation (norms are culturally-bound and depends on your reference group)
  • statistical rarity (also depends on reference group, some Bx may be statistically rare but don’t cause problems like high IQ, some DSM disorders aren’t statistically rare)
  • personal discomfort (may depend on the person)
  • maladaptive Bx (interfering with daily life)
  • deviation from an ideal (depends on the expectations, some people don’t find their own Bx to fall short of ideals despite being disorders)
27
Q

abnormal Bx definition

A
  • pattern of Sx associated with distress, disability, increased risk of harm or suffering
  • adaptational failure (failure to meet developmental milestones with typical Bx as a benchmark)
28
Q

0-2 developmental benchmarks, associated abnormalities, and common disorders

A
  • normal: eating, sleeping, attachment
  • Bx problems: stubbornness, temper, toileting difficulties
  • disorders: intellectual disability, ASD, feeding disorders
29
Q

2-5 developmental benchmarks, associated abnormalities, and common disorders

A
  • normal: language, toileting, self-care skills, self-control, peer relationships
  • Bx problems: arguing, demanding attention, disobedience, fears, overactivity, resisting bedtime
  • disorders: speech and language, problems due to child abuse and neglect, anxiety disorders (phobias)
30
Q

6-11 developmental benchmarks, associated abnormalities, and common disorders

A
  • normal: academic skills and rules, rule-governed games, simple responsibilities
  • Bx problems: arguing, inability to concentrate, self-consciousness, showing off
  • disorders: ADHD, learning disorders, school refusal Bx, conduct problems
31
Q

12-20 developmental benchmarks, associated abnormalities, and common disorders

A
  • normal: romantic relations, personal identity, separation from family (cultural), increased responsibilities
  • Bx problems: arguing, bragging
  • disorders: anorexia, bulimia, delinquency, suicide attempts, drug and alcohol abuse, schizophrenia, depression
32
Q

Denver Development Screening Test (DDST)

A
  • shows when certain Bx are expected relative to a large reference sample
  • to see whether kids are developing according to norms
33
Q

lifespan consequences associated with child psychopathology

A
  • impacts on social, occupational functioning will be more severe if a problem goes untreated for longer (20% of kids with the most severe and chronic disorders face lifelong consequences)
34
Q

contributions to development of psychopathology

A
  • gender: males in childhood with externalizing problems, females in adolescence with internalizing problems (gender differences may emerge during puberty due to social and biological factors)
  • poverty and SES disadvantage: poverty linked with higher rates of many disorders
  • racial/ethnic disparities: may be partly due to how clinicans interpret certain behaviours (bias in diagnostic practices)
  • culture: meaning of behaviour is interpreted differently, expression of symptoms varies (taijin kyofusho vs. social anxiety), reporting of symptoms varies (reporting physical issues when there is an underlying mental reason)
35
Q

bias in diagnostic practices in terms of Black youth

A
  • more likely to be diagnosed with disruptive disorders, and less likely to be diagnosed with mood and substance use disorders
  • likely to be kicked out of school, go to prison, develop other disorders
36
Q

LGBTQ+ youth

A
  • more likely to be victimized by family and peers (verbal abuse, physical attacks, assault, sexual assault)
  • this disproportionate level of stressors contributes to the onset of different disorders
37
Q

diathesis

A

underlying vulnerability or tendency toward disorder
can be contextual (family), biological (genetics), experience-based (certain triggering events)

38
Q

stress

A

situation or challenge that calls on resources (external negative event)

39
Q

differential susceptibility

A
  • some children are more susceptible to the effects of their environments, both good and bad (there are also protective factors)
40
Q

diathesis-stress

A
  • some children are more susceptible to the negative effects of a problematic environment
  • underlying vulnerability interacts with stress experience to produce disorder/no disorder (you still need stressors to get there, but your starting point is pushed closer)
  • diathesis will vary in your lifetime - social context will change, epigenetics, diet, lifestyle
41
Q

strengths of the diathesis-stress model

A
  • organizes nature and nurture - no disorder is caused by ‘just genes’ or ‘just stress,’ brain changes in response to the environment (plasticity), genes change in response to the environment (behavioural epigenetics)
  • not deterministic, just probabilistic - can have multiple interacting diatheses and stressors

WINTER 2024 (28 decks)

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