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253 Cards in this Set
- Front
- Back
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Multifinality
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similar beginings may lead to various outcomes
the concept that various outcomes may stem from similar beginings (ex: child maltreatment) |
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equifinality
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diff. early experiences and developmental pathways can lead to similar outcomes
the concept that similar outcomes stem from diff. early experiences and developmental pathways |
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developmental pathway
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refers to the seq. and timing of particular behaviors and possible relationships btw. behaviors over time.
-help to describe the course and nature of normal and abnormal development |
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following 4 things (assumptions) to be kept in mind as no child and adolescent disorder has a clear cause and effect relationship
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*there are many contributers to an individuals disorder
*different contributions can lead to the disorder among individuals *individuals with the same disorder may express its features in diff. ways *the pathways leading to the disorder are numerous and interactive |
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Risk Factor is
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variable that precedes a negative outcome of interest and increases the chances that the outcome wll occur
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protective factor is
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a personal or situational variable that reduces the chances for a child to develop a disorder
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protective triad
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individual opportunities (strengths of the individual), close family ties, and opportunities for individual and family support from community resources
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resiliency is related to
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strong self-confidence, coping skills, and ability to avoid risk situations, as well as ability to fight off or recover from misfortune.
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internalizing problems include
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anxiety, depression, somatic complaints, and withdrawn behavior
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externalizing problems encompass more
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acting out behaviors such as aggression and delinquent behavior
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etiology
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the study of the causes of childhood disorders
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interdependent
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how one factor influences another
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transaction
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the dynamic interation of child and environment
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continuity implied that
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developmental changes are gradual and quantitative, and that future behavior patterns can be predicted from earlier patterns
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discontinuity implies that developmental changes are
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abrupt and qualitative, and that future behavior is poorly predicted by earlier patterns
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adaptation failure is
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the failure to master or progress in accomplishing developmental milestones
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in the organization of development perspective
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early patterns of adaption, such as infant eye contact and speech sounds ,
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sensitive periods
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windows of time during which environmental influences on development, both good and bad are enhanced
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developmental psychopathology is
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an approach to describing and studying disorders of childhood, adolescence, and beyond in a manner that emphasizes the importance of developmental processes and tasks.
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functions of the brain stem, cerebellum and cortex
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1) commands heartbeat and breathing
2) controls and coordinates sensorimotor integration 3) where thought and perception originate |
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Neural Plasticity or malleability means the
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brain's anatomic differentiation is use-dependent: Nature provides the basic processes, wheras nurture provides the experiences needed to select the most adaptive network of connections, based on the use and function of each
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Genes influence
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how we respond to the environment
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behavioral genetics
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a branch of genetics that investigates possible connections btw. a gentic predisposition and observed behavior, taking into account environmental and genetic influences
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Molecular genetics methods
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directly assesses the association btw. variations in DNA sequences and variations in a particular trait or traits
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hindbrain
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lowest part of the brain stem contains the medulla, pons, and cerebellum - provides essential regulation of autonomic activities such as breathing, heartbeat, and digestion
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cerebellum controles
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motor coordination
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brain stem handles most of the
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autonomic funtions necessary to stay alive, includes hindbrain and he midbrain
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midbrain coordinates
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movement with sensory input and houses the reticular activating system (RAS)
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RAS (reticular activating system) which contributes to processes of
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arousal and tension
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diencephalon is located at
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the very top of the brainstem just below the forebrain and contains the thalamus and hypothalamus
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Thalamus and hypothalamus both are essential to the regulation of
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behavior and emotion
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diencephalon functions primarily as a
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relay btw. the forebrain and the lower areas of the brain stem
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limbic system
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at the base of the forebrain, containst the hippocampus, cingulate gyrus, septum, and amygdala \- regulate emotional experiences and expressions and play a significant role in learning and impulse control, also regulates the basic drives of sex, aggression, hunger, and thirst
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basal ganglia
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also at the base of the forebrain and includes the caudate nucleus
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caudate nucleus
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regulates, organizes, and filters info. related to cognition, emotions, mood, and motor function, and has been implicated in attention-deficit/hyperactivity disorder, disorders affecting motor behavior, such as tics and tremors, and obsessive compulsive disorder
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cerebral cortex
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largest part of the forebrain and gives us our distinctly human qualities and allows us to look to the future and plan, to reason, and to create. Divided into two hemispheres
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left hemisphere
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(dominant in right handed persons) plays a chief role in verbal and other cognitive processes
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right hemisphere
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(dominant in left handed persons) is better at social perception and creativity
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frontal lobes are responsible for
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self-control, judgment, emotional regulation; restructures in teen years
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corpus callosum is responsible for
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intelligence, consciousness, and self-awareness; reaches full maturity in 20s
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parietal lobes are responsible for
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integrating auditory, visual and tactile signals; immature until age 16
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temporal lobes are responsible for
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emotional maturity, still developing after age 16
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the adrenal glands located
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on top of the kidneys produce epinephrine (adrenaline) in response to stress, which energizes us and prepares our bodies for possible threat or challenge
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thyroid gland produces the hormone
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thyroxine- which is needed for proper energy metabolism and growth and is implicated in certain eating disorders
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pituitary gland
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located deep w/in the brain, orchestrates the body's functions by regulating a variety of hormones, including estrogen and testosterone
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the endocrine system is an important regulatory system including several glands each of which produce a particular hormone that it releases into the bloodstream including
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the adrenal glans, thyroid gland, and pituitary gland.
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hypothalamus control center coupled with the pituitary and adrenal glands, make up a regulatory system in the brain known as the
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hypotahlamic-pituitary-adrenal (HPA) axis
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stress response
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hypothalamus secretes corticotropin-releasing hormone (CRH), which stimulates the pituitary gland to secrete the andrenocorticotropic hormone (ACTH) into the bloodsteam, ACTH then causes the adrenal glands to release corisol which arouses the body to meet a challenging situation then through a feedback loop cortisol acts on the hypothalamus to inhibit the continued release of CRH
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Benzodiazephine -GABA (Normal functions and implicated Role in psychopatholgy)
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Reduces arousal and moderates emotional responses, such as anger, hostility, and aggression. Is linked to feelings of anxiety and discomfort (anxiety disorder)
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Dopamine (Normal functions and implicated Role in psychopatholgy)
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may act as a switch that turns on various brain circuits, allowing other neurotransmitters to inhibit or facilitate emotions or behavior. Is involved in exploratory, extroverted and pleasure-seeking activity (Schizophrenia, Mood disorders, ADHD)
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Norepinephrine (Normal functions and implicated Role in psychopatholgy)
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facilitates or controles emergency reactions and alarm responses. Plays a role in emotional and behavioral regulation (not directly involved in specific disorders (acts generally to regulate or modulate behavioral tendencies)
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Serotonin (Normal functions and implicated Role in psychopatholgy)
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Plays a role in info. and motor coordination. Inhibits children's tendency to explore their surroundings. Moderates and regulates a number of critical behaviors, such as eating, sleeping, and expressing anger (regulatory problems, such as eating and sleep disorders, OCD, Schizophrenia and mood disorders)
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Emotion reactivity refers to individual differences in the
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threshold and intensity of emotional experience, which provide clues to an individual's level of distress and sensitivity to the environment.
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Emotion regulation involves
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enhancing, maintaining, or inhibitng emotional arousal, which is usually done for a specific purpose or goal
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regulation problems involve
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weak or absent control structures, such as Jorge's trouble concentrating in class
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dysregulation means that
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existing control structures operate maladaptively such as a child being fearful even when there is no reason in the environament to be fearful or anxious
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the development of emotion regulation or dysregulation is thought to derive from both
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socialization and innate predispositions, or temperment.
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Temperment refers to the child's
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organized style of behaviorthat appears early in development, such as fussiness or fearfulness, which shapes the child's approach to his or her environment and vice versa
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three primary dimensions of temperament that have relevance to risk of abnormal child development
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1. Positive affect and approach
2. Fearful or inhibited 3. negative affect or irritability |
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Applied behavior analysis focuses primarily on
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observable behavior and rejects the notion that cognitive mediation is a necessary consideration of explaining behavior
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Social learning theory relies more broadly on
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cognitive processes and explanations
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ABA (Applied Behavior Analysis) is based on four primary operant leaning principles, which explain how behaviors are acquired or changed as a result of particular consequnces
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1) positive and negative reinforcement- any actions that increase the target response
2) extinction and punishment- have the effect of decrasing a response |
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social learning explanation consider not only overt behaviors but also the role of
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possible cognitive mediators that may influence the behaviors directly or indirectly
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According to Albert Bandura's social learning explanation, behavior may be learned not only by
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opperant or classical conditioning, but also indirectly through observational (vicarious) learning
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social cognition relates to how children think about
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themselves and others, resulting in the formation of mental representations of themselves, their relationships, and their social world.
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shared environment refers to
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those environmental factors that produce similarities in developmental outcomes among siblings in the same family.
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Attachment refers to the process of
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establishing and maintaining an emotional bond with parents or other significant individuals (this process is ongoing, typically beginning btw. 6 and 12 months and provides infants w/ a secure, consistent base from which to explore and learn about their world.
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self reliance develops when
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the attachment figure provides a secure base for exploration
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research is generally viewed as a systematic way of
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finding answers to questions- a method of inquiry that follows certain rules
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facilitated communication
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illustrates some of the lessons to be learned when scientific methods and evidence are ignored or dismissed. Facilitator provides manual assistance by lightly holding a child's hand, wrist or arm, while the child supposedly communicates by typing on a keyboard or pointing to letters on an alphabet board, the assistance is continued indefinitely and so the possibility of direct influence by the facilitator exists.
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epidemeolocal research which is the study of the
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incidence, prevalence, and co-occurence of childhood disorders and competencis of clinic referred and community samples
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Incidence reates reflect the extent to which
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new cases of a disorder appear over a specified period
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prevalence rates refer to all cases
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whether new or previously existing, observed during a specified period of time
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moderator variables
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influence the direction or strength of the relationship of varibles of interest
-have an independent effect on the existing relationship btw. two variables |
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mediator variables
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account for some or all of the apparent relationship btw. two variables
-refer to the process, mechanism, or means through which a variable produces a particular outcome. |
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randomized controlled trials
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children with a particular problem are randomly assigned to different treatment and control conditions.
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treatment efficacy
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refers to whether the treatment can produce changes under well-controlled conditions.
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treatment effectiveness
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refers to whether the treatment can be shown to work in clinical practice, not just in well-controlled research settings
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standardization is a process that
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specifies a set of standards or norms for a method of measurement to be used consistently across different assessments of the construct of interest.
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Reliability refers to the
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consistency, or repeatability, of results obtained using a specific method of measurement.
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internal consistency (one type of reliability) refers to whether
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all parts of a mehtod of measurement contribute in a meaningful way to the information obtained.
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interpreter reliability
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various people must agree on what they see
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test-retest reliability
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results are stable over time
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validity of a method refers to the
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extent to which it actually measures the dimension or construct that the researcher sets out to measure.
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face validity the extent to which
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it appears to assess the construct of interest
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construct validity refers to whether
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scores on a measure behave as predicted by theory or past research
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convergent validity reflects the correlation btw.
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measures that are expected to be related
-it is an indication of the extent to which the two measures assess similar or related constructs |
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discriminant validity which refers to the
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degreee of correlation btw. measures that are not expected to be related to one another
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criterion related validity refers to
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how well a measure predicts behavior in settings where we would expect it to do so
-tell whether the scores on a measure can be used for their intended purpose |
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concurrent validity
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at the same time
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predictive validty
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in the future
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reporting methods assess the
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perceptions, thoughts, behaviors, feelings, and past experiences of the child, parents and teachers
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self-report measure
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a child or parent will provide info. about his or her own behavior, feelings, and thoughts.
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informant report measure
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a person who is well acquainted with the child, usu. a parent or teacher, will provide info. about a child's behaviors, feelings, or thoughts based on his or her observations of the child
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neuroimaging methods are used to examine the
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structure and or function of the living brain
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functional imagaing procedures provide
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three dimentsional images of brain activity and supply the most precise info. regarding which regions of the brain are specialized for certain functions or are functioning abnormally in cases of certain disorders
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two types of functional imaging procedures are
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FMRI and PET (positron emission tomography
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FMRI registers
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neural activity in functioning areas of the brain, can show which brain areas are active during particular mental operaction
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structural brain imaging procedures such as MRI and CT study
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the anatomy of the brain
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PET scans assess
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cerebral glucose metabolism. Glucose is the brain's main source of energy, so measuring how much is used is a good way to determine the brain's activity level.
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Naturalistic Observation
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unstructured observations in the child’s natural environment
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Structured observation-
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hightly structured situations involving specific tasks
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Internal validity –reflects how4)
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much a particular variable, rather than extraneous influences, accounts for the results, changes or group differences.
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Threats to internal validity-
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extraneous influences that could explain the results
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Subject selection biases-
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factors that operate in selecting subjects or in the selective loss or retention of subjects during the study
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External validity refers to –
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the degree to which finings can be generalized, or extended to people, settings, times, measures, and characteristics other than the ones in a particular study
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Comorbidity is the –
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simultaneous occurrence of two or more childhood disorders, which is far more common than would be predicted from the general populatioon base rates of the individual disorders.
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Random selection is –
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when subjects are drawn from a population in a way that gives each individual in that population an equal chance of being selected for the study
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Samples of convenience in which subjecs are selected for a study because of –
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their availability, regardless of whether they provide a suitable test of the questions or conditions of interest.
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True experiement the researcher has –
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maximum control over the independent variable or conditions of interest and can use random assignment of subjects to groups, include needed control conditions, and control possible sources of bias
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Correlational studies researchers often examine relationships –
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among varibles by using a correlation coefficient ( a number that describes the degree of association btw. two variables
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Quasi experiemental designs or known-group comparisons-
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comparisons are made btw. conditions or treatments that already exist
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Retrospective design-
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a sample of people is identified at the current time and asked for information relating to an earlier time (individuals are identified who already show the outcome of interest and they are compared with controles who do not show the outcome)
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In real time prospective designs the
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research sample is identified and then followed over time, with data collected at specified time intervals
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Analogue research evaluates a -
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specific variable of interest under conditions that only resemble or approximate the situation for which one wishes to generalize. These studies focus on a circumscribed research question under well-controlled conditions
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Research designs are the –
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strategies used to examine question (s) of interest. They refer to the ways in which a researcher arranges conditions to draw valid inferences about the variables of interst
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Case study-
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involves an intensive, usually anecdotal, observation and analysis of an individual child, and has a long tradition in the study of abnormal development and behavior.
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Single case experimental designs have most frequently –
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been used to evaluate the impact of a clinical treatment such as reinforcement or stimulant medication, on a child’s problem. The central features that distinguish these from uncontrolled case studies include systematic repeated assessment of behavior over time, the replication of treatment effects within the same subject over time, and the participan’ts serving as his or her own control by experiencing all treatment conditions
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A-B-A-B reversal design-
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a baseline of behavior is first taken (A) followed by an intervention phase (B), then a return –to-baseline phase where the intervention is removed (A), and a final phase in which the intervention is reintroduced (B). When changes in behavior occur only during the intervention phases, this provides evidence that changes in behavior are due to the intervention
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20) Multiple-baseline design across behaviors, -
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different responses of the same individual are identified and measured over time to provide a baseline against which changes may be evaluated. Each behavior is then successively modified in turn. If each behavior changes only when it is specifically treated, the inference of a cause and effect relationship btw. the treatment and the behavior change is made.
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Cross sectional research-
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different youngsters at different ages or periods of development are studied at the same point in time
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Longitudinal research,
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the same children are studied at different ages or periods of development.
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Aging effects are –
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general changes that occur because as participants age there are increases in phisical prowess, impulse control, or social opportunity.
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Cohort effects are
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–influences related to being a member of a specific cohort,
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Cohort is –
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a group of individuals who are followed during the same time and experience the same cultural or historical events
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Qualitative research focuses on –
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narrative accounts, description, interpretation, context, and meaning. The purpose is to describe, interpret, and understand the phenomenon of interees in the context in which it is experienced.
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Assent means that
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the child- shows some form of agreement to particpate without necessarily understanding the full significance of the research, which may be beyond younger children’s cognitive capabilities.
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Clinical assessments use
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systematic problem-solving strategies to understand children with disturbances and their family and school environments. Stragegies typically include an assessment of the child's emotional, behavioral, and cognitive functioning
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idiographic case formulation
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a detailed understanding of the individual child or family as a unique entity
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nomothetic formulation emphasizes
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broad general inferences that apply to large groups of individuals
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relational aggression
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third-party retaliation
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Culture can include
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ethnicity, language, religious or spiritual beliefs, race, gender, SES, age, sexual orientation, geographic origin, group history, education and upbringing, and life experiences
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culture bound syndromes refer to
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recurrent patterns of maladaptive behaviors and/or troubling experiences speccifically associated with different cultures or localities
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patterns of acculturation
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level of adaptation to dominant culture versus background culture
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three common purposes of assessment are
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description and diagnosis, prognosis, and treatment planning
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clinical description
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summarizes the unique behaviors, thoughts, and feeling that together make up the features of the child's psychological disorder.
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Evaluation steps in assessment
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1) assessing and describing the intensity, frequency and severity of her problem would communicate a sense of how excessive or deficient her behavior is, under what circumstances it may be a problem, how often it does or does not occur, and how severe the occurrences are
2) you would need to describe the age of onset and duration of her difficulties 3)finally, you would want to convey the full picuture of her different symptoms and their configuration |
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diagnosis means
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analyzing information and drawing conclusions about the nature or cause of the problem, or assigning a formal diagnosis
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taxonomic diagnosis which focuses on
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the formal assignment of cases to specific categories drawn from a system of classification such as the DSM-IV-TR or from empirically derived categories
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problem-solving analysis similar to
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clinical assessment and views diagnosis as a process of gathering information used to understand the nature of an individuals problem, it's possible causes, treatment options and outcomes.
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Prognosis is the
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formulation of predictions about future behavior under specified conditions
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treatment planning and evaluation means
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using assessment information to generate a plan to address the child's problem and evaluate its effectiveness.
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multimethod assement approach
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emphasizes the importance of obtaining information from different informants in a variety of settings and using a variety of methods that include interviews, observations, questionaires, and tests.
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developmental history or family history where
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information is obtained from the parents regarding potentially significant developmental milestones and historical events that might have a hearing on the child's current difficulties.
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semistructured interviews include
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specific questions designed to elicit info. in a relatively consistent manner regardless of who is doing the interview.
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behavioral assessment is a streategy for
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evaluating the child's thoughts, feelings, and behaviors in specific settings, and then using this information to formulate hypotheses about the nature of the problem and what can be done about it
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target behaviors are the
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primary problems of ocncern
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The ABCs of assessment
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A= Antecedents or the events that immediately precede a behavior
B= Behavior (s) of interest C= Consequences, or the events that follow a behavior |
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Behavior analysis or functional analysis of behavior is the more general approach to
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organizing and using assessment information in terms of antecedents, behaviors, and consequences across many levels
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The Child Behavior Checklist (CBCL) developed by Thomas Achenback and his colleagues is a leading
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checklist for assessing behavior problems in children and adolescents
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children who engage in forms of social aggression that are not typical of their sex (overtly aggressive girls and relationally aggressive boys) are significantly more
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maladjusted than children who engage in gender-normative forms of aggression
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multidisciplinary teams may include
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a psychologist, a physician, an educational specialist, a speech pathologist, and a social worker
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family history typically covers the following areas
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1) the child's birth and related events
2)the child's developmental milestones 3)the child's medical history 4)family characteristics and family history 5)the child's interpersonal skills 6)the child's educational history 7) the adolescent's occupational information and relationships 8) a description of the presenting problem 9) the parent's expectations for assessment and treatment of their child and themselves |
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CBCL (child behavior checklist) includes
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a teacher and youth self-report, a classroom observation measure, and an interview
-used to assess children in 80 or more cultural groups throughout the world |
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a test is
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a task or set of tasks given under standard conditions with the purpose of assessing some aspect of the child's knowledge, skill, or personality
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Developmental tests are used to assess
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infants and young children, and are generally carried out for the purposes of screening, diagnosis, and evaluation of early development
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screening refers to the
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identification of children at risk, who are then referred for a more thourough evaluation
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Wisc-IV produces a Full Scale IQ, derived from four indices:
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Verbal Comprehension Index, Perceptual Reasoning Index, Working Memory Index, and Processing Speed Index
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Projective tests present the child with
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ambiguous stimuli such as inkblots or pictures of people and then describe what she or he sees - hyp child will project his or her own personality, unconnscious fears, needs and inner conflicts
-con- inadequate with respect to meeting minimum standards for reliability and validity |
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personality is considered an
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enduring trait or pattern of traits that characterize the individual and determine how he or she interacts with the environment
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two of the more frequently used personality inventories with children are
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the Minnesota Multiphasic personality inventory - Adolescent(MMPI-A) and the personality inventory for children, second edition (PIC-2)
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Neuropsychological assessment attempts to link
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brain functioning with objective measures of behavior known to depend on an intact central nervous system
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Neuropsychological assessments assess a full range of psychological functions:
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verbal and nonverbal cognitive functions such as language, abstract reasoning, and problem solving; perceptual functions including visual, auditory and tactile kinesthetic; motor functions relating to strength, speed of performance, coordination and dexterity; and emotional;executive control functions such as attention, concetration, frustration tolerance and emotional functioning
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classification is a system for
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representing the major categories or dimensions of child psychopathology and the boundaries and relations among them
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nomothetic strategy allows psychologist to benefit from
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all the info. accumulated on a given problem or disorder and to determine the general category of problems to which the presenting problem belongs
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categorical classification systems have been based primarily on informed
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professional consensus, an approach that has dominated and continues to dominate the field of child psychopathology
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dimensional classification approaches assume that
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many independent dimensions or traits of behavior exist and that all children possess them to varying degrees
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cons of dimensional approaches are
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- dependent on sampling, method, and informant characteristics, as well as the age and sex of the child
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internalizing behavior reflect
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anxious/withdrawn/depressed behaviors
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externalizing behavior reflects
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agressive/rule-breaking behaviors
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categorical approach is more compatible with
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clinical purposes and dimensional approach often preferred by those conducting psychological research
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multiaxial system is a
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classification system consisting of several axes (domains) of information about the child or adolescent that may assist a clinician in planning the treatment of a disorder
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five axis of DSM-IV
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Axis I- clinical disorder, other conditions tht may be a focus of clinical attention,
Axis II personality disorders/mental retardation Axis III general medical conditions Axis IV psychosocial and environmental problems Axis V Global assessment of functioning |
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personality disorders share a common set of criteria
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-an enduring pattern of inner experience and behavior that deviates noticeably from the expectations of the individual's culture.
-this enduring pattern of unusual thinking, feeling or behaving is inflexible, and pervasive across a wide range of situations, and results in clinically significant distress or impairment in functioning (additional criteria) -personality disorder categories may be applied to children or adolescents in those relatively unusual instances when the individual's particular maladaptive personality traits appear to be pervasive, persistent, and unlikely to be limited to a particular developmental stage or an episode of an axis I disorder -to diagnose a personality disorder in an individual under age 18 the features must have been present for at least 1 year. The one exception to this is antisocial personality disorder, which cannot be diagnosed in individuals under the age of 18 years |
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Global assessment of functioning (GAF) rating scale
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ranges from 1 to 100 and provides a hypothetical continuum of mental health and mental illness with respect to psycholgical, social, and occupational functioning
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critiscisms of DSM-IV-TR for diagnosing childhood disorders
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-views mental disorder as individual psychopathology or risk for psychopathology, rather than in terms of problems in psychosocial adjustment or adaptation
-criticised for failing to capture the complex adaptations, transactions and setting influences that we have identified as crucial to understanding and treating psychopathology in children. -also gives relatively less attention to disorders of infancy and childhood then adulthood, and fails to capture the interrelationships and overlap known to exist among many childhood disorders -criticism with how it is used - in some cases DSM-IV-TR categorical diagnoses can be an impediment to gaining proper services to address children's needs. Inorder to qualify for a special education class, a child may be required to meet specific diagnostic criteria for a learning disorder. some children may not have developed problems to the degree that they meet specific diagnostic criteria or their problems may relate to more than one DSM category. these children may not qualify for services that otherwise could prove beneficial |
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stengths of DSM-IV-TR for diagnosing childhood disorders
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-though does consider factors such as culture, age, and gender that are associated with the expression of each disorder, and has increased its recognition of the importance of family problems and extrafamilial relational difficulties.
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positive side of labels
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help clinicians summarize and order observations, facilitating communication among professionals and sometimes aid parents by providing more recognition and understanding of their child's problem.
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negative side of labels
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-whether current diagnostic labels are effective in achieving any of the aforementioned purposers
-negative effects and stigmatization associated with the assignment of labels to children -once labeled, others may perceive and react to children differently -classmates pick up on the use of labels, especially labels associated with visible treatments such as taking medication |
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intervention is a broad concept that
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encompasses many different theories and practices directed at helping the child and family adapt more effectively to their current and future circumstances
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Prevention efforts are directed at
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decreasing the chances that undesired future outcomes will occur
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treatment refers to
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corrective actions that will permit successful adaptations by eliminating or reducing the impact of an undesired outcome that has already occurred
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maintenance
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refers to efforts to increase adherence to treaatment over time to prevent relapse or recurrence of a problem
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cultural compatibility hypothesis states that
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treatment is likely to be more effective when compatible with the cultural patterns of the child and family
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outcomes related to child funtioning
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reduction or elimination of symptoms, reduced degree of impairment in functioning, enhanced social competence, improved academic performance
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outcomes related to family functioning
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reduction in level of family dysfunction, improved marital and sibling relationships, reduction in stress, improvement in quality of life, reduction in burden of care, enhanced family support
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outcomes of societal importance:
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improvement in child's participation in school-related activities (increased attendance, reduced truancy, reduction in school dropout rates), decreased involvement in the juvenile justice system, reduced need for special services, reduction in accidental injuries or substance abuse, enhancement of physical and mental health
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APA's ethical code
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a) selecting treatment goals and procedures that are in the best interests of the client
b) making sure that client participation is active and voluntary c) keeping records that document the effectiveness of treatment in achieving its objective d) protecting the confidentiality of the therapeutic relationship e)ensuring the qualifications and competencies of the therapist |
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psychodynamic approaches view child psychopathology as
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determined by underlying unconscious and conscious conflicts
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behavioral approaches assume that many
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abnormal child behaviors are learned, therefore, the focus of treatment is on re-educating the child using procedures derived from theories of learning or from research (positive reinforcement or time-out, modeling, and systematic desentsitization)
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cognitive treatments view abnormal child behavior
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as the result of deficits and or distortions in the child's thinking, including perceptual bias, irrational beliefs and faulty interpretations
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client -centered treatments
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view child psychopathology as the result of social or environmental circumstances that are imposed on the child and interfere with his or her basic capacity for personal growth and adaptive functioning
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family treatments view child psychopathology as determined by
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variables operating in the larger family system
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Biological treatments view child psychopathology as resulting from
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biological impairment or dysfunction, and rely primarily on pharmacological and other biological approaches to treatment
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combined treatments refer to the use of
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two or more interventions, each of which can stand on its own as a treatment strategy
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best practice guidelines are
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systematically developed statements to assist practitioners and patients with decisions regarding appropriate treatment(s) for specific clinical conditions
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two main approaches have been used to develop best practice guidlines
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the scientifc approach and the expert consensus approach
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scientific approach derives
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guidelines from a comprehensive review of current research findings
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expert-consensus approach uses the
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opinions of experts to fill in the gaps in the scientific literature
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this many U.S. children have mental health problems that significantly impair functioning
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1/5 U.S. Children
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___% have at least one psychological disorder
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10-20% of children
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this many children require MH services and do not receive them
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3/4 children
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Adultomorphism
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view that childhood behavior disorders represent downward extensions of adult disorders
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how is psychopathology defined in children and youth
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-deviance from developmetal norms
-though failure to conform to this norm does not necessarily indicate abnormality |
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normal development
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continuous change and reorganization
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you can't label a child as deviant without
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knowing what is normally expected for his/her age group
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developmental delay case study
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James, age 3, was referred for developmental evaluation by his pediatrician. He did not begin to use spoken language until age 2 1/2, and even at age 3 rarely spoke and had a receptive vocabulary of less than 20 words
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case study of deviance versus typical behavior
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-3 yr old boy w/father asked to put toys away, showed defiance, though on another try with the mother obeyed
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case example: developmental regression
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-Sonya- according to mom had been a normal healthy baby until age 2 when she stopped talking and became withdrawn
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case example: developmental deviance
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Mary had always been a very shy child and had severe difficulties making friends. At age 10 she became depressed, felt that the devil was trying to hurt her, and became preoccupied with germs. She talked of killing herself, appeared disheveled, and ran in front of a moving car in an apparent suicide attempt
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parents theory of deviant behavior will be impacted by
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parents social class, emotional health, personal history
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Kazdin (prominant child therapist at disruptive behavior disorder clinic) case examples disorder not in the child context is important (2)
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child comes in for conduct problems-parents often shoot each other
-second example- father rape of mother, mother depressed, children forced to watch (kids start acting out at school) |
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case example of abnormal attachment behavior
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child was abused by the mother
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emotional distress is an important criterion for
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defining psychpathology
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how do children of different ages communicate emotional suffering
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-distressed adolescent able to talk about her pain and express it
-preschool children may suffer in silence or express it in sleep problems, irritability |
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irritability is the first sign of ______ in children whereas in adults its sadness
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depression
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case example: A distressed teen
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A., age 17 gets high grades and is a talented musician. However for the past 3 yrs. she has been struggling with depressed mood and suicidal ideation and impulses and began feeling lonely when her close friend moved away 3 yrs ago. She began writing notes about suicide and talking about killing herself. She couldn't eat and was tired most of the time and some days could not get out of bed and also couldn't stand going to school. Her feelings of hopelessness lasted for months. Finally she couldn't take it anymore and tried to kill herself
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internalized compliance
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embrasses the agenda of the parent
-typical of children to show variability of behavior with different adults |
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other criteria used in determining psychopathology
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-emotional distress
-deviation from developmental norm -frequency -severity -chronicity -pattern of problem behaviors -multiple situations -Gender norms -cultural norms |
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Case of Jeffrey: social adversity
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-killed oldman with friends
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competence
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ability to use internal and external resources to achieve successful adaptation
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developmental tasks 0-1 yrs
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regulation of sleep, eating, and arousal
-formation of normal attachment relationships |
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developmental tasks 1-2.5 years
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-exploration and autonomy
-mastery of object world -simple impulse control- response to no |
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developmental tasks 3-5 yrs.
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-flexible, internalized self-control
-self-initiative -effective peer contacts -perspective taking- other people have thoughts and feelings that are different than their own, theory of mind |
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developmental tasks 6-12 yrs.
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-school adjustment
-same sex friendships -sense of efficacy -social understanding |
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developmental tasks 13+
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-identity
-abstract thinking -same and opposite sex friendships |
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developmental tasks have the following attributes
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-broadly integrative- cut across affective, cognitive, social domains
-quality of adaptation at any given stage provides foundation for future development -adaptive failures- cumulative, snowballing effect -to understand processes, we need concepts of risk, vulnerability and protection |
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teratogens
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poisonous substances that can make prenatal development go very wrong
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prenatal risk factors
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-teratogens
-chronic maternal stress -malnutrition |
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perinatal insults
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low birth weight; anoxia
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dispositional risk factors
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-difficult temperament- high irritability, resistance to control, high behavioral inhibition
-negative self-evaluation -poor self regulation -deficient or deviant social cognition -low intelligence |
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deviant social cognition in 5 y/o boy
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-continued story about stealing cookies from the cookie jar in which everyone died
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social/ecological risk factors
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-family adversity
-economic hardship -poor peer relations - rejection vs. neglect/isolation, exposure to deviant peers -exposure to community/political violence -poor schooling -racial/ethnic discrimination |
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case study of LJ: Gender differences
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sisters express selves, he bottles feelings and focuses on action, polygraph shows that boys are experiencing emotion, but not expressing it
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back to case with Jeffrey what went wrong
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-Jeffrey‘s grandmother was a cronic drug abuser had teen pregnancy
-mother early use of drug use and teen pregnancy, was physically abused during pregnancy did drugs and smoked and drank -birth Jeffrey suffered anoxia at birth, umbilical cord was wrapped around his neck -as a baby was described as extremely fussy, sick, crying -as a toddler extremely unmanageable -as school aged child he failed accademically, got into extreme conflicts with his peers and school fellows -extremely impulsive, severely abused by his parents and had to be placed in immediate foster care -family suffered from severe poverty -father was a long time alcoholic, very abusive and convicted felon and was incarcerated at the time that Jeffrey killed the old man -mother suffered from depression and attempted suicide multiple times -there are multiple interacting causes |
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transactional processes
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how risk factors tend to transform other risk factors
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Transactional sequence video:
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3 y/o boys in lab play setting highly aggressive boy elicits aggressive behavior from a relatively calm low aggressive boy
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concepts of vulnerability and protection operate only
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in context of risk
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Resilience as dynamic process not trait case example
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child growing up with parents who suffered from severe affective disorders, took care of herself and parents then got severe depression
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Kauai study
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tracked the long term development of an entire cohort of children born on Kauai in 1955
-multiethnic, 1/2 living in poverty, longitudinal study -resilence study -significant percent had alcoholic and/or mentally ill parents |
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predictors of resilient functioning
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-temperment
-peer relations -self-concept -family size -quality of parent-child relationship -found emotional support outside families |
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case study -resilient cathy
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started bad ended well
-mix of risk and protective factors |
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Alan's case: Necessity of long term care
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-referred at age 8 by a teacher for inappropriate behavior, poor social adjustment, and poor academic performance, was on the cusp of expulsion due to cronic aggression toward peers and other problems, teacher saw him as extemely disruptive belligerant, inattentive, impulsive behavior, and failling accademically and he had extremely low achievement test scores
-only child of single mom living in extreme poverty, mom had a listory of suicidal episodes and chronic depression -mom got own therapist, child got therapist, mom said that child's behavior had been a problem since she knew him, dad not in the picture, had been violent to both mom and child, at time of referral was in hospital for abuse by mom -found normal IQ-so capable of achieving |
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Alan's diagnosis
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Axis 1: ADHD, ODD
Axis 2: No diagnosis Axis 3: none Axis IV: impending school expulsion; harsh parental discipline; single parent depressed and suicidal; family economic harship, rejected by peers Axis 5: GAF=50 (serious impairments in schoolwork, social relationships) |
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strengths of the DSM
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reliability and comprehensiveness
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Weaknessess of the DSM
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use of adult criteria, co-morbidity, most disorders dimensional, not categorical, inattention to age, gender, social/cultural contexts of disorders
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syndrome
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symptoms that occur together
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dimensional systems
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statistical techniqes used to identify patterns of behavior that are interrelated
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no ideas about autism or childhood schizophrenia in children for the
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achenbach
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Alan's case assessment
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individual child- interview, intelligence test, achievement test
-classroom and peer settings- interview with teacher, child behavior problem checklist, direct observation: classroom and playground -Home setting- mother: developmental hx/recent hx, mothers personal hx, child behavior problem checklist, mom's mental health: MMPI -mom undercontrol followed by rapid overcontrol -assigned therapist and tutor to Alan, to work to manage his reactivity (worked to anticipate which events in his life pressess his hot buttons and how to think about strengths and weakenessess of each one and how to react well -sent to psychiatricst and put on average dose of psycho meds -therapist worked on peer relations -another perso nmet with a community helper- to getassistance to put food on the table and pay bills, someone to work with foster parent to manage this diffecult child, did this for 6 months, though did not make significant gains with the family -this is a case where you have to employ a cronic model follow the family for more than 6 or 7 months or it's not realistic -also early intervention is key |
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universal prevention
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antismoking campaigns, sunscreen, exposure to terratogens etc.
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high risk selective programs
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provided to members of groups that aare at higher than average risk for experiencing some kind of psychological disorder, try to promote resilence
-intervene in their lives to try to buttress their strengths |
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indicated prevention
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members in high risk group who have started to show symptoms, but not full blown disorders)
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