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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
