Ch 1_Intro to Abnormal Behaviour in Children and Adolescents (incl Admin)

Page 1: Course Overview

• Course Code: SLK310

• Topic: Child Psychopathology

• Quarter: 1

Page 2: Lecturer Information

• Lecturer: Ahmed Riaz Mohamed

• Position: Lecturer & Clinical Psychologist

• Department: Psychology, University of Pretoria

• Office Location: Rm 12-30, 12th floor, Humanities Building

• Email for Contact: Ahmed.Mohamed@up.ac.za

Page 3: Consultation Schedule

• Consultations are subject to change.

• Schedule:

  • 10 Feb - 20 Mar: Tuesdays, 12:00 - 14:00

  • 24 Mar - 11 Apr: Wednesdays, 9:00 - 11:00

  • Specific dates (30 Apr & 7 May): 13:00 - 15:00

  • 12 May: 10:00 - 12:00

  • 13 - 30 May: Email only

Page 4: Assessment Structure

• Grading Assessment:

  • 2 semester tests: 50% of final mark

  • 1 final exam: 50% of final mark

• Details:

  • Semester Test 1: Child Psychopathology

  • Semester Test 2: Adult Psychopathology

  • Final Examination: Covers both child and adult psychopathology

  • Final Module Mark will combine both assessments

Page 5: Sick Tests/Exams Policy

• Sick Test Applications: Must provide supporting documentation.

• Submission Deadline: Within 3 days of main test date (3 days before and after).

• Submission Methods:

  • Email: psych.assistants@tuks.co.za

  • In-person: Rm 11-31, 11th Floor, Humanities Building.

• Important Note: Only one sick test opportunity per module. Questions must be directed to Humanities Student Administration.

Page 6: Class Representative Elections

• Nomination Process:

  • Submit nominations with brief motivations.

  • Nominations via email to Ahmed.Mohamed@up.ac.za by 16:00 on 12 February.

• Voting:

  • Online platform for voting will be announced on ClickUP.

  • Voting period: 9:00 on 13 February to 16:00 on same day.

  • Voting Limitations: Each student votes once for one candidate.

• Results Announcement: Successful candidates announced via ClickUP on 14 February.

Page 7: Introduction to Child and Adolescent Psychopathology

• Chapter Focus: Understanding normal and abnormal behaviors in children and adolescents.

Page 8: Fundamental Issues in Abnormal Child Psychology

• Key Research Areas:

  • Define normal and abnormal behavior across various demographics.

  • Identify causes and correlates of abnormal behavior.

  • Predict long-term outcomes of such behaviors.

  • Develop and assess treatment/prevention methods.

Page 9: Distinguishing Features of Child and Adolescent Disorders

• Challenges with Diagnosis:

  • It can be unclear who has the “problem” in family dynamics.

• Common Issues:

  • Many issues signify a failure to show expected developmental progress.

  • Not all identified problems are entirely abnormal.

• Interventional Goals: Aimed to foster further development in children.

Page 10: Abnormal Behavior in Children and Adolescents

• Characteristics of Childhood Disorders:

  • Multiple layers of abnormal behavior or development.

  • Sensitivity needed for each child's developmental stage.

• Definitional Boundaries:

  • Normal vs. abnormal functioning boundaries can be arbitrary.

Page 11: Defining Psychological Disorders

• Symptoms Include:

  • Distress

  • Disability

  • Increased risk for further suffering or harm.

• Contextual Factors: Culture and life circumstances influence behavior characteristics.

Page 12: Competence in Child Psychology

• Adaptation: Ability of a child to successfully navigate their environment.

• Influencing Factors:

  • Culture and ethnicity can impact adaptation.

• Assessment Criteria:

  • Degree of maladaptive behavior.

  • Meeting of normal developmental milestones.

Page 13: Developmental Tasks

• Infancy to Preschool:

  • Developing attachment, language, distinguishing self from environment.

• Middle Childhood:

  • Focus on self-control, school adjustment, academic achievements.

  • Forming friendships and understanding societal rules.

• Adolescence:

  • Transition to secondary schooling, maintaining friendships, self-identity development.

Page 14: Developmental Pathways

• Concept: Sequencing and timing of behaviors and their interrelations over time.

• Types of Pathways:

  • Multifinality: Different outcomes from similar beginnings.

  • Equifinality: Similar outcomes from various experiences.

Page 15: Risk & Resilience

• Risk Factor Definition: Factors leading to negative outcomes (e.g., poverty, mental illness).

• Protective Factors: Variables that reduce the likelihood of disorder.

• Resilience:

  • Ability to recover from adversity.

  • Involves self-confidence and strong coping mechanisms.

  • Connected to a"protective triad": child, family, and community resources.

Page 16: Tutorial Coverage

• Tutorial Topics:

  • Historical views and breakthroughs (pp. 3-10)

  • Mental health significance among children (pp. 17-18)

  • Key factors affecting rates of mental disorders (pp. 18-24)

Page 17: Mock Test Question

• Focus/Goals of Interventions:

  • Alleviation of symptoms to restore prior functioning.

  • Identify and explain the second goal. (2 marks)

Page 18: Mock Test Question Answer

• Second Focus/Goal: Promote further development, enhance abilities.

• Importance: Optimizing childhood development leads to better long-term outcomes and adjustments into later life stages.