CHILD PSYCHOPATHOLOGY Study Notes

CHILD PSYCHOPATHOLOGY

  • Instructor: Dr. J Piercy

  • Term: Winter 2026

  • Course Code: PSYO 346

TEXTBOOK

  • Mash, E. J., & Wolfe, D. A., Nguyen Williams, K. (2022). Child Psychopathology, 8th Edition

COURSE FORMAT

  • Syllabus: Review available on Canvas for course details.

  • Assessments:

    • 3 scheduled exams:

    • 2 Midterms

    • 1 Final Exam

    • Lecture material quizzes (2 quizzes dropped)

    • In-class case exercises (1 exercise dropped)

    • Integrative project consisting of:

    • One written slide

    • Brief recorded oral component

INTRODUCTION

What is Abnormal?

  • Study of abnormal behavior in children vs adults:

    • Key questions are raised regarding definitions of “normal” in children.

    • Examination methodology and importance of studying abnormalities in children.

WHY STUDY ABNORMAL CHILD PSYCHOLOGY

  • Objectives:

    1. Define normal and abnormal behavior for children across different ages, sexes, ethnicities, and cultural backgrounds.

    2. Identify cases and correlates of abnormal behavior.

    3. Make predictions about long-term outcomes of behaviors.

    4. Develop and evaluate methods for treatment and/or prevention of disorders.

CHILD AND ADOLESCENT DISORDERS

  • Clarity of Concern: Uncertainty often exists regarding whose concern it is when adults seek services for children.

  • Common Issues:

    • Problems often involve a failure to show expected developmental progress.

    • Not all issues may be classified as entirely abnormal.

    • Interventions are generally aimed at fostering further development.

DEFINING PSYCHOLOGICAL DISORDERS

  • Definition: A psychological disorder is traditionally defined as a pattern of behavioral, cognitive, emotional, or physical symptoms that is associated with:

    • Distress: Emotional suffering or distress experienced by the individual.

    • Disability: Impairment in functioning in daily life.

    • Increased Risk: Elevated risk for harm or suffering in the future.

  • Competence: Important to consider developmental tasks as measures of competence.

DEVELOPMENTAL TASKS

  • Stages of development and corresponding tasks:

    • Infancy to Preschool:

    • Establishment of attachment to caregivers.

    • Development of language abilities.

    • Differentiation of self from the environment.

    • Middle Childhood:

    • Achievement of self-control and compliance.

    • Adjustment to school, including academic achievement.

    • Development of interpersonal relations with peers and understanding of rule-governed conduct.

    • Adolescence:

    • Successful transition to secondary schooling.

    • Continued academic success and involvement in extracurricular activities.

    • Formation of close friendships, including cross-gender relationships.

    • Development of a cohesive sense of self-identity.

ABNORMAL BEHAVIOR IN CHILDREN AND ADOLESCENTS

  • Understanding Childhood Disorders:

    • Accompanied by complexity in behavioral and developmental layers.

    • The need for sensitivity towards each child’s specific developmental stage.

  • Defining Deviance: Disorders viewed as deviations from normal behavior, though boundaries of normality are often seen as arbitrary.

  • Adaptational Failure: Key concept linking abnormal behavior to failure in adapting to environmental or social expectations.

STIGMA

  • Concepts of Labeling: Labels serve to describe behaviors rather than define people.

  • Consequences of Stigmatization: Challenges associated with stigmatization and the necessity to separate the child from their disorder.

  • Adaptation Context: Problems may arise from children's attempts to adjust to abnormal circumstances.

DEVELOPMENTAL PATHWAYS

  • Types of Developmental Pathways:

    1. Multifinality:

    • Diverse outcomes may emerge from similar initial conditions.

    • Example outcomes from early maltreatment could include:

      • Eating Disorder

      • Mood Disorder

      • Conduct Disorder

      • Normal Adjustment

    1. Equifinality:

    • Similar outcomes can arise from differing early experiences and pathways.

    • Example beginnings include:

      • Genetic Risk

      • Familial Characteristics

      • Environmental Features leading to Conduct Disorder.

FACTORS AFFECTING DISORDER DEVELOPMENT

  • Contextual Factors: Variables that can precede adverse outcomes.

  • Risk Factors: Personal or situational variables that increase likelihood of developing a disorder.

  • Protective Factors: Elements that reduce risk and enhance resilience.

RESILIENCE

  • Components of Resilience:

    • Individual factors

    • Family dynamics

    • School and community environments

CHILDREN'S MENTAL HEALTH

  • Prevalence of Mental Disorders: Exploration of how many children are impacted by mental health issues.

  • Predictive Indicators: Recognizing and diagnosing mental health needs early.

OBSTACLES TO RECEIVING CARE

  • Questions for Reflection:

    1. Identify reasons children needing mental health services may lack access.

    2. Discuss major child-related, parent/teacher-related, and societal factors contributing to these barriers.

COVID-19 IMPACT

  • Consequences for Children's Mental Health:

    • Declared a mental health