psych373 exam 1

adultomorphism

downwardly extended from adults to kids

etiology

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

Bronfenbrenner ecological perspective

a child is affected by multiple systems within their environment, such as home, school, and their neighborhood

cognitive model

people’s emotions and behaviors are affected by their perceptions of events; it is not the situation itself that leads to the response but rather the way the person perceives or interprets the situation

developmental psychopathology facets

• to understand atypical behavior adequately, one must view it in relation to what is typical for a given period of development

• emphasizes importance and complexity of biological, familial, and sociocultural factors in predicting and understanding developmental changes

medical model

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behaviorism

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epigenetics and child psychopathology

changes in gene expression can result from alterations in gene structure linked to environmental influences, which puts into perspective how children can be highly molded by their social and cultural environment and in turn, develop psychopathologies

after __ or more risk factors, the risk for developing psychopathology increases exponentially

4

difference between deficient and deviant social cognition

ability to understand others is delayed versus abnormal and maladaptive ideas about other people's motives and thoughts

What elements are relevant to poor self-regulation?

problems with executive function manifesting in impulsive behavior, task organization and persistence, predictive of adjustment problems across the lifespan

elements of difficult temperament

high levels of irritability and resistance to control, high levels of behavioral inhibition

teratogens

harmful substances that pass placental barrier during fetal gestation

age-salient developmental task 0-1 yrs

regulation of sleep, eating, arousal, formation of normal attachment relationships

age-salient developmental task 1-2.5 yrs

exploration and autonomy, mastery of objective world, simple impulse control, emerging self-regulation bound to specific situations

age-salient developmental task 3-6 yrs

fundamental adaptive skills, rapid brain development especially in executive functioning, flexible internal control, self-initiative, effective peer interaction, perspective-taking

age-salient developmental task 6-12 yrs

school adjustment, establish friendships with same-gender peers, sense of efficacy, empathic concern for others

age-salient developmental task 13+ yrs

identity, abstract thinking, same and opposite sex friendships

resilience

• display of adequate adaptive competence despite being at risk for psychopathology

• overcoming temperament for example

• not a universal, fixed attribute

risk factors

variables preceding negative outcomes of interest, which increase the probability that the outcomes will occur

protective factors

personal or situational variables that reduce the chances for a child to develop a disorder, resiliency toward a stressful environment and ability to achieve

efficacy vs. effectiveness

the degree to which something works in the lab vs. how affective it is in the real world

standardization

the process by which a set of norms is specified for a measurement procedure so that it can be used consistently across different assessments of the construct of interest

reliability

construct that hold across time and across individuals (more confidence in stability)

cross-sectional studies

individuals at different ages or stages of development are studied at the same point in time

mediator vs. moderator variables

first is middle ground that falls between two factors, second weakens or strengthens relationship or changes direction of relationship

reliability vs. validity

degree to which a measurement obtained using the same technique is consistent, for example, over time or across assessors vs. degree to which a technique measures what it is designed to measure (consistency vs. efficiency)

equifinality

many risk factors can contribute to one specific clinical outcome/similar outcomes stem from different early experiences

multifinality

different clinical outcomes may stem from similar beginning risk factors (one risk factor, many outcomes)

comorbidity

simultaneous occurrence of 2 or more childhood disorders that is more common than would be predicted from the general population base rates of the individual disorders

internalizing vs. externalizing mental health concerns

anxiety, depression, somatic symptoms, withdrawn behavior vs. acting out, aggression, delinquent behavior

transactional view

dynamic interaction of a child and environment, children and the environment are active contributors to typical and atypical behavior

continuity vs. discontinuity

gradual and quantitative developmental changes in which future behavioral patterns can be predicted from earlier patterns vs. abrupt and qualitative

• first is well-supported for early-onset and persistent conduct disorders such as ADHD, second can be seen with eating disorders or conditions that have a more irregular, disconnected pattern