Issues Flashcards
(82 cards)
1
Q
Depression outcomes
A
- Infants – difficult temperaments, lower mental and motor development
- Toddlers/pre-school – cognitive and emotional problems, deficit in social competence
- Middle childhood – peer problems, psychological adjustment problems, possibly poorer school performance
- Adolescence - cognitive, social and emotional problems
• Weissman et al. (2006): 3x risk of mood and anxiety disorders if parents had MDD
2
Q
Depression parenting
A
- Jameson et al. (1997): depressed mothers weren’t quick to respond to infant switching attention focus, more withdrawn or inappropriate responses in interactive co-ordination task
- Murray (1992): more likely for insecure attachment if mother had postnatal depression (63%)
- Papp et al. (2005) (parenting style): depressed parents submit or use force to obtain compliance (resembles parents of aggressive children)
3
Q
Anxiety outcomes
A
- Offspring 7x at risk of anxiety disorder
* Mufson et al. (1992): highest risk if parent has depression and anxiety
4
Q
Anxiety parenting
A
- Murray et al. (2012): under stress conditions anxious mothers less warmth, less encouragement, more passivity, more modelling of anxiety (social phobia only); related to whether the task related to their type of anxiety
- Schneider et al. (2009): mothers with panic disorder were more controlling, critical and less sensitive in etch-a-sketch task; less harmony and more conflict
- Del Carmen et al. (1993) (attachment): prenatal anxiety levels strongest predictor of security of attachment
5
Q
Schizophrenia outcomes
A
- Ross & Compagnon (2001): 74% of children diagnosed with some psychiatric disorder too
- Deficits in interpersonal relationships (trust, intimacy)- more antisocial and cognitive impairments
6
Q
Schizophrenia parenting
A
- Psychotic symptoms pose obvious risk to children
- Inability to fulfil normal parenting roles
- Possibly greater parenting dysfunction in mothers with schizophrenia than mothers with depression
7
Q
BPD outcomes (Eyden et al., 2016 review)
A
- Higher rates of insecure disorganised attachment
- Higher internalising and externalising problems
- Poorer mental state understanding
- Higher levels of BPD symptoms and diagnosis
- Partly transmitted via maladaptive parenting
8
Q
BPD parenting
A
- More intrusive and insensitive in interactions with infants and children
- Less warm and more hostile in parenting
- More overprotective of their children
- Higher rates of role-reversal
- More lax parenting discipline
9
Q
Psychiatric problems general
A
- Parents with psychiatric difficulties risk factor for child development
- Possible bidirectional or interactional pathways
- Genetic predispositions to psychiatric disorders
- Can interfere with parenting practices
- Buffer effects & individual variations
- Can increase risk of inter-parental conflict
10
Q
High conflict family outcomes
A
- Externalizing and internalizing problems
- Smith et al. (1997): more violence witnessed = more problems
- Moffit & Caps (1998): Parental conflict → childhood conduct disorders → partner violence in adulthood
11
Q
High conflict family effects
A
- Modelling
- Low parental emotional availability
- High rates of insecure attachment
- Less authoritative parenting
- Harsh, permissive or inconsistent disciplining
12
Q
Single parent: academic attainment
A
- Less well in reading and arithmetics
- More likely to dropout
13
Q
Single parent: psychological adjustment
A
- Behavioral problems
- Aggression and defiance
- Hyperactivity, emotional, conduct and peer problems
14
Q
Single parent: social problems
A
- Unemployed and pregnant before 20
- Early age of first sexual activity
15
Q
Stepfamilies outcomes
A
- Higher on hyperactivity
- Differences in wellbeing social relations and academic achievement
16
Q
Parental absence perspective (single parents)
A
Doesn’t really hold up because those with parents who died do better than those whose parents divorced (have contact with other parent or not and have a stepparent or not)
17
Q
Conflict perspective (single parents)
A
- Children in high-conflict intact families mainly show same problems as those in divorced families
- Behavioral problems in boys with divorced parents reduced when controlled for pre-separation
18
Q
Economic disadvantage perspective (single parents)
A
• Low family income explains problems
e.g. educational resources, nutrition, time with parent
19
Q
Parental adjustment perspective (single parents)
A
- Child adjustment positively associated with parental post-divorce adjustment
- Divorce → parental adjustment → parental capability → child outcomes
- OR: Divorce → child misbehaviour → parental capability → parental adjustment
20
Q
Individual vulnerability (single parents)
A
- Age
- Gender
- Temperament
- Parental characteristics
21
Q
Single fathers
A
- SF and SM < 2-parent families in grades and teacher evaluation
- Interpersonal resources as key factor
- Children of SMs slightly lower on delinquency and behavioral problems; higher parenting skills, involvement and supervision
22
Q
Number of transitions hypothesis
A
- Number of transitions correlates with levels of problems
- Good adjustment in father-absent from birth/infancy
23
Q
Solo mothers by choice
A
Studies with solo mothers would be able to show effects of single parenthood minus the risk factors of divorce or unplanned pregnancy
24
Q
Bronfenbrenner’s ecological system
A
- Individual child
- Microsystem
- Exosystem
- Mesosystem (interact between micro and exo)
- Macrosystem
25
Lesbian mother assumptions
1. Lesbian women will be less effective and committed parents than heterosexual women
2. Children will be teased or bullied
3. Children will have problems in psychological adjustment generally
4. Children will show atypical gender development
26
Criticism of early lesbian research: Children born into heterosexual relationships
Studies with planned lesbian families
- More aware of parenting skills
- Equality of labour division
- More positive self-perceptions and lower depression/anxiety
27
Criticism of early lesbian research: Young age of children in studies “sleeper effects”
Adult outcomes
- No raised levels of anxiety and depression
- Positive feelings towards mother and partner
- No more likely to identify as LGBT
28
Criticism of early lesbian research: Volunteer or convenience sample
General population sample studies show no differences
29
Gay fathers (Carneiro et al., 2017)
* Early research mostly on divorced gay fathers
* Did not find higher rates of child abuse
* Not all fathers told children they were gay
* More strict with their children but also more responsive
* More effort into promoting children’s social activities
30
Gay father outcomes
* Stronger family support ↔ stronger parenting alliance
| * No differences by 8
31
Overall reason of differences
Family processes emerged as more important than family structure to longitudinal child outcomes and family functioning
32
Gender development in lesbian families
* Gender identity: no confusion or increase in likelihood of being trans
* Gender role: less gender-differentiated for LM children (but this isn’t a negative thing i.e. “I am a kind and caring person” seen as feminine trait)
* Sexual orientation: no more likely to identify as gay/lesbian; more likely to consider same sex attraction
33
IVF parenting
More positive or no differences except:
• Small proportion of mothers over-involved
• View child as more vulnerable
34
IVF outcomes
• No differences in cognitive, emotional, social or behavioral problems
35
ICSI parenting
* More committed that IVF and NC
| * Fewer negative and hostile feelings
36
ICSI child outcomes
* Delayed mental development at 1 year but no difference at 5
* No problems with motor skills or IQ or socioemotional development
37
Donor insemination parenting
* No differences
| * Fathers no more distant
38
Donor insemination outcomes
* No evidence for cognitive, emotional or behavioral problems
* No negatives of non-disclosure but positives of disclosure
39
Egg donation parenting and adjustment
* Lower sensitive responding and less emotional over-involvement than DI
* No raised levels of problems
* Normal psychomotor development
40
Embryo donation
* More emotional over-involved
| * No raised levels of problems
41
Surrogacy
* Less psychological distress
* More over involved than NC and DI
* Those who knew about surrogacy and whose mothers were more distressed had greater adjustment difficulties
42
For: Should donor-conceived offspring be told about their genetic origin?
* Importance of knowing genetic origin, concept of genealogical bewilderment
* Secrets in family can be harmful
* Child has right to know
* Honesty
* Avoid disclosure from others
43
Against: Should donor-conceived offspring be told about their genetic origin?
* Protection from negative attitudes
* Disclosure may damage relationship between child and non-genetic parents
* Parents’ right to privacy
44
Pre-adoption circumstances
* Parents: usually infertile, need to ‘let go’ of biological parenthood dreams, lack of gestational link, nature of adoption process, stigma
* Child: genetic transmission, prenatal environment, pre-placement circumstances
45
Adoption parenting
* Lower on depression
* No problems in transition to parenthood
* Satisfying and low conflict marriages
* More protective
* Similar to assisted reproduction families in terms of parent-child warmth, emotional involvement and interaction
46
Adopted children clinical representation
* Overrepresented
* Lower threshold for doctors
* Parents more likely to spot problems and seek help
47
Adopted children outcomes
* More externalizing of problems
* Problems peak at age 11
* Lower levels of positive behaviors and higher levels of negative behaviors
* 88% of behavioral scores same as non-adopted
48
Understanding of adoption through the ages
* Preschool: label self as adopted but limited understanding (Realise adoption = relinquishment → ambivalence/loss)
* Middle childhood: perceive biological relationships as important
* Adolescence: comprehension of meaning and implications deepens; try to define self
49
When disclosing about adoption parents should:
– Be attuned to child’s needs and emotions
– Recognise and acknowledge child’s loss
– Share information honestly without over-emphasising adoptive status
– Avoid negative judgements about birth parents
50
Phases of adoption communication
* Phase I: original story
* Phase II: adopted child questioning
* Phase III: child directed information gathering
51
Catch up in adoption
- Physical growth
- Attachment
- Self-esteem
- Cognitive development
52
ADHD DSM-5
* Combination of inattentive, hyperactive, impulsive behavior
* Can have subtypes
* Present for more than 6 months
* Present before 12 years old
* 3-6% of population
53
ADHD causes: Risk factors
- Genetics: 75% heritable
| - Environmental: birth complications, food additives, prenatal toxins
54
ADHD causes: Harvey et al. (2003)
Parent with ADHD > Genetic predisposition + Harsh/Lax parenting + Impulsive, chaotic, home environment > Child with ADHD
55
ADHD causes: Cognitive
- Executive control
- Inhibition
- Delay discounting
56
ADHD causes: Biological
- Frontal lobe functioning (Structure and NTs)
| - Methylphenidate (ritalin) blocks reuptake of dopamine and norepinephrine
57
ADHD outcomes
- Conduct disorder
- Less strong friendships if aggressive
- Worse in academics
- Less likely to have finished school, college, be employed
- More likely to have been arrested, have had multiple jobs, be divorced
- Antisocial behaviour and substance abuse
58
ADHD treatment
- Methylphenidate
- CBT
- Parent training
- Nutrition
59
Dyslexia DSM-5
* Difficulties in reading, writing or mathematics
* Slow and effortful reading; writing lacks clarity
* Academic skills must be well below average
* Not explained by developmental/sensory/motor difficulties
60
Dyslexia phonological deficit hypothesis
* Difficulties using phonological information to decode words
* Better outcomes with phonics training combined with reading
* Rapid naming task
* Letter knowledge task
61
Dyslexia temporal sampling hypothesis
* Visual processing difficulties lead to letter/word recognition problems
* Auditory processing difficulties lead to phonological difficulties
62
Dyslexia visa-spatial attention hypothesis
Remove auditory part from temporal sampling hypothesis
63
Dyslexia procedural deficit hypothesis
General difficulties learning 'how to'
64
Dyslexia cause multiple case study (Ramus et al., 2003)
* To be a cause it must be necessary
* All dyslexic participants showed phonological difficulties but no differences in visual or cerebellar difficulties and slight in auditory difficulties
65
Dyslexia adult outcomes
* Average reading accuracy, slow reading speed, weak in spelling and nonword reading and phonological awareness
* Anxiety (esp. academic but not limited to)
* Better understanding of dyslexia linked with higher self-worth
66
Communication disorders DSM-5
* Language disorder (previously SLI): use simple vocabulary, short sentences; make errors of tense or others; problems comprehending
* Speech sound disorder: problems using speech sound (substitute sounds; miss or reduce)
* Social communication (pragmatic) disorder: affects understanding (sarcasm, metaphor, context, etc.)
* Childhood onset fluency disorder: stuttering
67
Potential causes of communication disorders
- Risk factors: genetics, comorbidity, pre and post natal factors, parenting and background
- Specific grammatical knowledge
- Processing capacity
- Phonological working memory
- Procedural deficit hypothesis
68
Communication disorders outcomes
- Behavior, emotion and self-concept
- Mental health: language impairment and any psychiatric diagnosis
- IQ
- Psychosocial: social skills
- Post school education and employment
69
Communication disorders: Speech and language therapy
* Strong evidence for speech sound disorder and vocabulary difficulties
* Less strong evidence for receptive language difficulties
* Mixed evidence on expressive syntax
70
Strategies to help communication disorders
* Understanding questions
* Linking words
* Self awareness of difficulties
* Recognizing when one doesn’t understand (ask for help; say “can you repeat that?”)
71
Deaf key features
- Big D: signing as primary
- Small d: speech too or instead of signing
- Modes: sign language, oral/aural, manually coded English
72
Development of communication in deaf: Spoken language
- Lip-reading
- Vocabulary comprehension limitations
- Lower speech intelligibility
- Harder to put together multi-word utterances
73
Development of communication in deaf: Sign language
- Not pantomime
- Phonology, morphology and grammer
- Variation in handshake, location and movement
74
Development of communication in deaf: Written language
- Reading impairment
| - Reading is like reading in a second language (can't use dual route)
75
Cognitive development in deaf
- Delayed verbal intelligence in early 20th century studies
- Reduced STM span
- Visual-spatial advantage
- Delays in theory of mind if late signer
76
Deafness implications
- Poor academic attainment
- Difficulty with employment
- Difficulties accessing health services
77
ASD DSM-5
* Delay or abnormal functioning before age three for social communication and/or social interactions and restrictive/repetitive behavior/interests (e.g. lacking in eye contact, won’t wave goodbye, want to wear same outfit everyday)
* With or without intellectual impairment
* With or without language impairment
78
Vaccines and ASD
* Madsen et al. (2002) proved that there was no significant effect of vaccines on autism
* Why did people think this? Because ASD symptoms usually start to be noticeable at 18 months and that is when a lot of vaccinations are done
79
Classical theories of ASD
- Genetics: 90% MZ
- Brain development: larger and heavier
- Theory of mind: delay
- Weak central coherence
- Executive functioning: planning, set shifting, inhibitory control
80
Contemporary theories of ASD
- Mirror neuron theory: unusual imitation
- Cortical connectivity theory: less synchronization between different brain regions
- Extreme male brain (1. Empathizing 2. Systemizing)
- Fractional autistic triad
81
ASD outcomes
- Adult: 85% still meet criteria
- Psychiatric: over diagnosis of psychosis; stimming seen as self-injury; hyperactivity
- Social: not many close friendships or romantic relationships, low employment rate
82
Applied behavior analysis for ASD
* Select few target behaviors (broken down into simple elements)
* Consistently rewarded for behavior close to target behavior
* Controversial: trying to make them ‘normal’; stop stimming which can be useful; making ASD children tolerate things (i.e. hugs)
