PSYCH 4176 Final Exam

Adequate adaption

considered to be okay, acceptable, or good enough

optimal adaptation

excellent, superior, the best of what is possible

The irreducible needs of Children

Need for ongoing nurturing relationships

Needs for Physical protection Safety, and regulation

Need for experiences tailored to individual difference

Need for developmentally approriate experiences

Need for limit setting, structure, and expectations

Need for stable, supportive communties and cultural conintuity

Developmental psychopathology

maladaptive patterns occur in the context of typical development and result in the current and potential impairment of infants, children, and adolescents.

Developmental Epidemiology

frequencies and patterns of distributions of disorders in infants, children, and adolescents can be estimated with varied methodologies and within varied groups

Studied through Prevalence and Incidence

Prevalence- the portion of a population with.a disorder

Incidence- rate at which new caes arise given time period

Barriers to mental health interventions

Limit Policy Perspectives

Disjonited systems

Lack of Provider availability

Long waiting lists

Inconveniently located services

Transportation difficulties,

Inability to pay

Inability to acknowledge a disorder

Denial of problem severity

lack of trust in the system

Stigmatization!!

Early foundations for physical and mental health

• Genes play an role in mental health and physical during conception (prenatal)

• Tetragons-Drugs, radiation, Alcohol

Dimensional Models of Psychopathology

the ways in which typical feelings, thoughts, and behaviors gradually become more serious problems, which then may intensify and become clinically diagnosable disorders.

Dimensional modes are not as continuous or quanitiave also

Categorical models of Psychopathology

emphasize discrete and qualitative differences in individual patterns of emotion, cognition, and behavior

referred to as discontinuous or qualitative

Physiological Models

propose that there is a physiological (i.e., genetic, structural, biological, or chemical) basis for all psychological processes and events.

Hubs are nodes with extensive connections to other nodes. Modules are groups of nodes with strong interconnections

Diathesis stress model

neurological/genetic risk at birth in combination with additional stress lead to the mergence of an disorder

Behavioral Model

environmental variables have powerful effects on the development of personality and psychopathology,

has outward orientation

Cognitive Models

focus is on the components and processes of the mind and mental development (Flavell 1982; Keil, 1999). Jean Piaget’s and Lev Vygotsky’s landmark studies on the stages and processes of cognitive development, as well as later information-processing and interactionist model

Humanistic Models

emphasized personally meaningful experiences, innate motivations for healthy growth, and the child’s purposeful creation of self. Within the humanistic framework, psychopathology is usually linked to interference with or suppression of the child’s natural tendencies to develop an integrated (or whole) sense of self, with valued abilities and talents.

Family Models

propose that the best way to understand the personality and psychopathology of particular children is to understand the dynamics of their particular families. In fact, almost from the beginning of our concern with childhood disorders, there has been some recognition that many of these disorders may reflect, at least in part, family psychopathology.

Sociocultural Models

development and psychopathology have undergone a paradigm shift, in which cultural considerations have moved from the periphery of inquiry to the core (Rogoff, 2003; Spencer & Swanson, 2013). Researchers, theorists, and clinicians are now thinking about culture in a very different way. Culture is not only the background for development; rather, it is a major influence on development itself and must be examined in terms of both individual-level culture (e.g., cultural socialization of emotion) and social-level culture (e.g., community practices related to seeking mental health services) (B

Neural Plasticity

It involves the development and modification of neural circuits, with now-conclusive evidence that “both positive and negative experiences can influence the wiring diagram of the brain”

Resilience

• We have risk factors and vulnerabilities on one side and support elements on the other side 

• Temperament

Developmental Trajectories

patterns and paths of human development across different domains like cognitive, social, and emotional development

development is cumulative and probabilistic

• Multifinality: One risk → many outcomes.

• Equifinality: Different risks → same outcome.

Pathways - developmental pathways can be altered

initiating trajectories ( selecting environments and activities)

Supporting trajectories (providing attention and encouragement to children)

Mediating trajectories (helping children interpret roadblocks)

Developmental Psychopathology as adaption failure

Delay (the child acquires langauge more slowly than other children)

Fixation (the child contiunes to suck thumb even after other children stop)

Deviance (child behaves strangely, unlike other kids)

Non Specific Risk

involves increased vulnerability to any, or many, kinds of disorders

maternal psychopathology

Specific Risk

involves increased vulnerability to one particular disorder.

Types of Risk

Individual-child focused and focus on thins like genetics, genders, temper, and personality

Family- child’s immediate caretaking environment and parent characteristics

Social-peers, schools, neighborhood, and socioeconomic niche

Types of adaptation failures that may lead to psychopathology

“may involve deviation from age-appropriate norms, exaggeration or diminishment of normal developmental expressions, interference in normal developmental progress, failure to master agesalient developmental tasks, and/or failure to develop a specific function or regulatory mechanism.”

Externalizing

with under controlled behaviors such as oppositional or aggressive behaviors that are often directed at others

externalizing difficulties (e.g., a combination of social problems and aggressive behavior); or a mixture of both (e.g., attention problems, aggressive behavior, and anxious/ depressed problems

Internalizing

over controlled behaviors such as anxiety or social isolation that are often directed toward the self

internalizing difficulties (e.g., a combination of anxious/ depressed problems and somatic complaints);

Comorbidity

the cooccurrence of two or more disorders in one individual

Mood and Substance/ Anxiety and eating disorder

Prevention Approaches

• Universal: For all. (mandatory immunizations for children)

• Selective: At-risk groups. (Head starts programs for for preschoolers of backgrounds)

• Indicated: High-risk or early signs present (service for premature babies)

Two dimensions of temperament

• Reactivity: Emotional responsiveness.

• Regulation: Ability to control reactions

One temperament might be a risk factor for one disorder but an protective factor for another disorder

Disorders of Attachments

Reactive Attachment Disorder and Disinhibited Social Engagment Disorder

Resistant Attachment (Anxious/ambivalent)

-inconsistency or unpredicatbility

Avodiant Attachment (Anxious/avoidant)

inadequate care

Disorganized attachment

a pattern of care which the care giver is percecived as friegheting, frighred or malicious

Specific disoders of Early Development

Avoidant/Restrictive food intake- Pica(ingestion of nonfood) and rumination (repeated regurgitation of food)

25% to 45% of typically developing children and up to 80% of developmentally delayed children experience some type of feeding problem

Sleep Wake Disorders- diffculties staying asleep, sleep walk, sleep terror, and nightmatr disorder

estimates of incidence ranging from 10% to 30% in families with young children (Anders & Dahl, 2007).

Intellectual Developmental Disorder

• Deficits in intellectual and adaptive functioning.

• Onset during developmental period.

Exclusionary factors for the identification of a specific learning disorder

problems involving sensory or perceptual skills

low intelligence

emotional and behavioral difficulties

economic disadvantage

inadequate instructions

Specific learning disorder:reading, written expression, and mathematics

Poverty connection to IDD

negative effects on intellectual development through several mechanisms: inadequate diet, lack of timely access to health services, parental preoccupation with other problems, and insufficient intellectual stimulation and support in the home.

Behavioral Phenotype

most children but not all children with a particular genetic background will display similarities related to physical characteristics

Genetic syndromes

Down Syndrome-extra chromosome 21,most widley known, non familial

Wiliiams Syndrome- mircodeletion on chromosme 7, associacted with its own distinctive pattern, lower in prevelance comapred to Down n Fragile, Does not run in families, love music

Fragile X syndrome- atypical gene expression on the FMRI gene, inherited by boys more,behavioral problems and autism

Kids with IDD risk for psychopathology

high vulnerability to anxiety, depression, and behavioral disorders from combination of cognitive limation, social challenges, and environmental stressors

three to four times of getting psychopathology

gives maladaptive patters of behavior and comorbit conditions

Gap widens as they get older because of increased demands, independence, and social exclusion

ASD definition

Two Domains: Social Communication deficits and Repetive behaviors (fixed intrest)

Failure during joint attention task

Joint Attention

capacity to coordinate one’s visual attention with the attention of another person

Routes to Devlopment

Developmental cascade models: various forms of psycopahtology, the multiple pathways that reflect the consequences of interactions and transactions that spread across domains and over time

Maldadptive Stragery

avoidance is the most common

brain development/timing

early adversity, toxic stress

individuals, particularly children, experience prolonged or repeated adversity without adequate support and resilience-building relationships

Types of Stress Responses

Postive stress- brief, mild to moderate response (1st day of school)

Tolerable- atypical stressors such as serious illness that triggers lasting response

Toxic Stress Response- strong, frequent absence of protection

PTSD

experience of trauma

• subclinical symptoms like interpersonal loss is found in Kids

  Symptoms: Intrusion (reccurment memories of trauma), Avoidance , Dissociative symptoms (difficulties with memory)

• Trauma from a trusted adult is more traumatic than an natural disaster

Maltreatment outcomes

Short term:multiple regions, neural circuits, and neurotransmitter systems are adversely affected, with impairments frequently observed across the frontallimbic networks, chronice stress,

Long term: psychopathology, and physical health. Individuals with histories of maltreatment are at higher risk for anxiety disorders, mood disorders, conduct disorders, substance abuse disorders, personality disorders, and various poor health outcom

Risk facots for trauma and stressor related disorders (SA)

Parents- shot gun affect (trauma that spreads through family members), lack of protective shield efect

Environmental-resources

Child- gender, diffcut temperar,ents have higher risk

Physiological- early abuse can cause changes in brain systeks

Genes and Heredity- certain alleles are at higher risk for poor outcomes

ADHD crtieria

Compromised functioning in two dimensions: inattention and hyperactivity