Developmental Psychopathology
,Inhoudsopgave
Ch1: Introduction........................................................................................................................................... 3
Ch2 Models of child development.................................................................................................................. 4
Ch3 Principles and Practices of Developmental Psychopathology...................................................................7
Ch 4 Classification, assessment and diagnosis, and intervention...................................................................10
Ch5 Disorders of early childhood.................................................................................................................. 13
Ch6 Intellectual developmental disorder and learning disorders...................................................................14
Ch7 Autism spectrum disorder..................................................................................................................... 17
Ch8 Maltreatment and trauma- and stressor-related disorders....................................................................19
Ch9 Attention deficit/hyperactivity disorder................................................................................................21
Ch10 Oppositional Defiant Disorder and Conduct Disorder...........................................................................22
Ch11 Anxiety Disorders, Obsessive-Compulsive Disorder, and Somatic Symptom Disorders..........................24
Ch12 Depressive Disorders, Bipolar Disorders, and Suicidality......................................................................27
Ch13 Eating disorders.................................................................................................................................. 30
Ch14 Substance-Related Disorders and Transition to Adult Disorders...........................................................31
,Ch1: Introduction
Psychopathology
Intense, frequent, and persistent maladaptive patterns of emotion, cognition, and behavior
that are associated with significant distress and impairment in functioning.
Developmental psychopathology
Intense, frequent, and persistent maladaptive patterns of emotion, cognition, and behavior
considered within the context of normal development, resulting in the current and potential
impairment of infants, children, and adolescents.
Statistical deviance
Compared to the distribution in a particular sample, statistical deviance refers to the relative
infrequency of certain emotions, cognitions, and/or behaviors.
Sociocultural norms
The beliefs and expectations of certain groups about what kinds of emotions, cognitions,
and/or behaviors are undesirable or unacceptable.
Mental health perspective
Theoretical or clinically based notion of distress and disfunction
Factors involved in judgement of (ab)normality:
Developmental norms
Cultural norms
Gender norms
Situational norms
Role of adults
Changing vieuws of abnormality
The essential needs of children to grow, learn, and flourish (Brazelton & Greenspan):
The need for ongoing nurturing relationships
The need for physical protection, safety and regulation
The need for experiences tailored to individual differences
The need for developmentally appropriate experiences
The need for limit setting, structure, and expectations
The need for stable, supportive communities and cultural continuity
The multipart task of estimating rates of disorder includes:
1. Identifying children with clinically significant distress and dysfunction, whether or not
they are in treatment
2. Calculating levels of general and specific psychopathologies and the impairments
associated with various disorders
3. Tracking changing trends in the identification and diagnosis of specific categories of
disorder.
Developmental epidemiology
Frequencies and patterns of distributions of disorders in infants, children, and adolescents.
Prevalence
All current cases of a type (or types) of disorder.
, Incidence
New cases of a type (or types) of disorder in a given time period.
Barriers to care
Factors that impede access to mental health services, including structural barriers such as
lack of provider availability, inconveniently located services, transportation difficulties,
inability to pay, inadequate insurance coverage, or both; individual barriers such as denial of
problems or lack of trust in the system; and sociocultural barriers such as the stigma of
psychopathology or mental illness.
Tolan and dodge: four-part model for a comprehensive system that “simultaneously
promotes mental health within normal developmental settings, provides aid for emerging
mental health issues for children, targets high-risk youth with prevention, and provides
effective treatment for disorders:
1. Children and their families should be able to access appropriate and effective mental
health services directly
2. Child mental health should be a major component of healthy development
promotion and attention in primary care settings such as schools, pediatric care,
community programs, and other systems central to child development
3. Efforts should emphasize preventative care for high-risk children and families
4. More attention must be paid to cultural context and cultural competence
Stigmatization
Negative attitudes (such as blaming or overconcern with dangerousness), emotions (such as
shame, fear, or pity), and behaviors (such as ridicule or isolation) related to psychopathology
and mental illness.
Mukolo, Heflinger, and Wallston identify
1. Several dimensions of stigma, including negative stereotypes, devaluation, and
discrimination
2. Two targets of stigma, the individual and the family
3. Two contexts of stigma, the general public and the self/individual
Causal factors:
Direct cause: variable X leads straight to outcome
Indirect: variable X influences other variables that in turn lead to outcome
Mediating factors: explaining the relationship between variables
Moderating factors: presence or absence of a factor influences the relationship
between variables
Ch2 Models of child development
Dimensional models of psychopathology
Models that emphasize the ways in which typical feelings, thoughts, and behaviors gradually
become more serious problems, which then may intensify and become clinically diagnosable
disorders. Continuous or quantative.
Categorical models of psychopathology
,Inhoudsopgave
Ch1: Introduction........................................................................................................................................... 3
Ch2 Models of child development.................................................................................................................. 4
Ch3 Principles and Practices of Developmental Psychopathology...................................................................7
Ch 4 Classification, assessment and diagnosis, and intervention...................................................................10
Ch5 Disorders of early childhood.................................................................................................................. 13
Ch6 Intellectual developmental disorder and learning disorders...................................................................14
Ch7 Autism spectrum disorder..................................................................................................................... 17
Ch8 Maltreatment and trauma- and stressor-related disorders....................................................................19
Ch9 Attention deficit/hyperactivity disorder................................................................................................21
Ch10 Oppositional Defiant Disorder and Conduct Disorder...........................................................................22
Ch11 Anxiety Disorders, Obsessive-Compulsive Disorder, and Somatic Symptom Disorders..........................24
Ch12 Depressive Disorders, Bipolar Disorders, and Suicidality......................................................................27
Ch13 Eating disorders.................................................................................................................................. 30
Ch14 Substance-Related Disorders and Transition to Adult Disorders...........................................................31
,Ch1: Introduction
Psychopathology
Intense, frequent, and persistent maladaptive patterns of emotion, cognition, and behavior
that are associated with significant distress and impairment in functioning.
Developmental psychopathology
Intense, frequent, and persistent maladaptive patterns of emotion, cognition, and behavior
considered within the context of normal development, resulting in the current and potential
impairment of infants, children, and adolescents.
Statistical deviance
Compared to the distribution in a particular sample, statistical deviance refers to the relative
infrequency of certain emotions, cognitions, and/or behaviors.
Sociocultural norms
The beliefs and expectations of certain groups about what kinds of emotions, cognitions,
and/or behaviors are undesirable or unacceptable.
Mental health perspective
Theoretical or clinically based notion of distress and disfunction
Factors involved in judgement of (ab)normality:
Developmental norms
Cultural norms
Gender norms
Situational norms
Role of adults
Changing vieuws of abnormality
The essential needs of children to grow, learn, and flourish (Brazelton & Greenspan):
The need for ongoing nurturing relationships
The need for physical protection, safety and regulation
The need for experiences tailored to individual differences
The need for developmentally appropriate experiences
The need for limit setting, structure, and expectations
The need for stable, supportive communities and cultural continuity
The multipart task of estimating rates of disorder includes:
1. Identifying children with clinically significant distress and dysfunction, whether or not
they are in treatment
2. Calculating levels of general and specific psychopathologies and the impairments
associated with various disorders
3. Tracking changing trends in the identification and diagnosis of specific categories of
disorder.
Developmental epidemiology
Frequencies and patterns of distributions of disorders in infants, children, and adolescents.
Prevalence
All current cases of a type (or types) of disorder.
, Incidence
New cases of a type (or types) of disorder in a given time period.
Barriers to care
Factors that impede access to mental health services, including structural barriers such as
lack of provider availability, inconveniently located services, transportation difficulties,
inability to pay, inadequate insurance coverage, or both; individual barriers such as denial of
problems or lack of trust in the system; and sociocultural barriers such as the stigma of
psychopathology or mental illness.
Tolan and dodge: four-part model for a comprehensive system that “simultaneously
promotes mental health within normal developmental settings, provides aid for emerging
mental health issues for children, targets high-risk youth with prevention, and provides
effective treatment for disorders:
1. Children and their families should be able to access appropriate and effective mental
health services directly
2. Child mental health should be a major component of healthy development
promotion and attention in primary care settings such as schools, pediatric care,
community programs, and other systems central to child development
3. Efforts should emphasize preventative care for high-risk children and families
4. More attention must be paid to cultural context and cultural competence
Stigmatization
Negative attitudes (such as blaming or overconcern with dangerousness), emotions (such as
shame, fear, or pity), and behaviors (such as ridicule or isolation) related to psychopathology
and mental illness.
Mukolo, Heflinger, and Wallston identify
1. Several dimensions of stigma, including negative stereotypes, devaluation, and
discrimination
2. Two targets of stigma, the individual and the family
3. Two contexts of stigma, the general public and the self/individual
Causal factors:
Direct cause: variable X leads straight to outcome
Indirect: variable X influences other variables that in turn lead to outcome
Mediating factors: explaining the relationship between variables
Moderating factors: presence or absence of a factor influences the relationship
between variables
Ch2 Models of child development
Dimensional models of psychopathology
Models that emphasize the ways in which typical feelings, thoughts, and behaviors gradually
become more serious problems, which then may intensify and become clinically diagnosable
disorders. Continuous or quantative.
Categorical models of psychopathology
