INTRODUCTION
mental illness disturbances of behavior :
, feelings and thought
'
normal to abnormal
'
from
stigma
>
:
is composed of stereotypes prejudice and discrimination
•
,
multiple levels public personal and self stigma for internalized stigma
•
: -
,
be harmful and may prevent seeking help
•
can
,
development
'
child disorders are better understood when considered within the context of typical development
>
>
psycho:p th ology : intense , frequent
: and/or persistent abnormal patterns of emotion cognition ,
and behavior
>
development psychopathology :
emphasizes that different patterns occur in the context of normal development and may lead to current and future problems in infants/children ladoles .
>
prevalence proportion of =
a population with a disorder /number of current cases)
incidence the rate at which (all given time period)
> =
new cases arise new cases in a
>
NL of children with problems , only 201
:
.
receives formal guidance and 35% support
through informal services (teacher etc ) .
→common : ADHD antisocial behavior EDs substance
, , ,
abuse
barriers to mental healthcare
>
structural long waiting lists high personal cost
:
e.
g. ,
>
perceptions of psychological problems g. denial beliefs that difficulties resolve :
e. , over time
perceptions of mental health and child welfare lack of confidence in the system previous negative
>
: e.
g. , experiences
implications
>
negative impact is greatest when problems remain untreated for a
long time
>
approximately 20% of children with severe /chronic disorders : will experience lifelong difficulties ,
are less
likely to finish school have
, more social problems and psychiatric disorders
↳ 801 treatable
. of children with issues is
what is normal ?
' '
about emotions
>
cognitions and behavior ,
•
statistical divergent too much too little : or
sociocultural standards the beliefs and expectations of certain groups about what kinds of emotions cognitions , behaviors unacceptable
•
:
, are
•
mental health care definitions / e.
g.
DSM -
5) clinically
:
'
based judgements of distress and dysfunction
' ' '
definition mental health
mentally healthy children and adolescents
>
positive quality of life
•
experience a
•
function well at home at school and in society ,
have symptoms of psychopathology interfering with their development
•
no
divergent four D 's dysfunction distress deviance danger /Nolen Hoeksema 2020)
'
↳ '
: : -
, , , ,
adaptation
ability to adjust to info and experiences through adaptation we're able to adopt behaviors to allow to cope with change
=
new , , new us
poor adequate optimal adaptation
>
, ,
>
neither adequate nor optimal adaptation assumes smooth
sailing throughout
normal us .
abnormal
>
in some situations, clear distinction between normal and abnormal
>
usually large gray observer instrument situation
area :
depending on , ,
knowledge of normal development required
↳
theoretical modules
>
what's
going on
? what 's etiology ( cause ) in terms of either biological , psychological and contextual processes ? which multi-dimensional models are required to explain causes/
consequences of behavior ?
>
for development psychopathology ,
and interventions
based on clinical observations research, intervention programs ; presented separately but not mutually exclusive; usually form complementary perspectives complex clinical patterns
•
, on
basic models := explanatory patterns of emotion, cognition and behavior 6 kinds
>
:
on
+
two
types : continuous (dimensional) :
gradual scale normal to abnormal ,
discontinuous (categorical :
physiological models
>
emphasis on physiological : base of all psychological processes and events (structural /functional biological chemical , ,
, >
current physiological models ,
as the diathesis stress model emphasize the combination of
-
,
various physiological factors and stress
↳ diathesis
(predisposition :
physiological vulnerabilities such as
genetic defects structural pathology and
,
biochemical disturbances
↳ stress :
physiological or from environment
↳ the interaction lead to the development of disorder
may a
by environment 1g e) effects and interactions
> *
gene
- -
passive correlations children are exposed to different environments provided by their genetically related parents
>
:
>
active correlations : children select or create their own environments as a function of their
genetic background
>
evocative correlations : children experience different reactions /responses to their genetically influenced emotions or behaviors
>
gene
-
by environment interactions
- : involve differential sensitivity or
susceptibility to environments or
experiences
>
connectome
>
localization vs holistic view of the brain (development)
>
connectome :
diagram of the brain 's neural connections
experience dependent brain plasticity
> -
psychodynamic models
emphasis current models subconscious cognitive affective and motivational processes , mental representations of self others and relationships, individual
meaning of
>
on :
,
, ,
subjective experiences development of personality problems and childhood psychological challenges during aging
,
behavioral and cognitive models
emphasis on normal and deviant behavior learned /classical operant conditioning, observational learning individual 's observable behavior in specific environment cognitive
>
: are , a
, ,
deficits or defects in relation to
learning processes of the child components ,
and processes of the mind and mental development leg Piaget and Vygotsky
.
humanistic models
personal meaningful experiences congenital motivation for healthy growth creation of self-image by the child psychopathology interference/suppression of these needs
>
emphasis on :
, ,
a
,
:
↳
critique : can be overly optimistic
family models
>
emphasis on understanding of personality and psychopathology of the child based
: on
family dynamics considering the shared
,
and non shared surroundings of family members ,
diagnostics and therapy focus the child within the family setting on
sociocultural models
emphasis on social context including gender ethnicity and SES , culture affects development components of ecological models classrooms and neighborhood ,
>
:
, , ,
are home,
birth cohort people born :
in a particular historical period share
key experiences and events ( e.g. baby Boomers)
Bronfenbrenner model (1986)
>
children 's development is embedded in multiple settings , environments ,
and systems
practices and principles
>
developmental paths and stability / change competence and incompetence risk and protective factors , ,
Sroufe principal psychopathology with high / low
'
>
,
1990 : one of the tasks of developmental psychopathology is to define developmental pathways some of which ,
are associated with
probability
>
patterns of adjustment and adjustment time changes in interactions /transactions
poor over the lifespan with the
→
-
surroundings across
at what moment in the development and for what do deviations of normal development
↳ ?
reasons occur
>
stable and changing paths
enabled
change is possible at many points change is constrained adaptations
>
,
or
by previous
>
course development paths
>
multifinality :
same initial conditions lead to various outcomes
>
equi finality :
various initial conditions lead to corresponding outcomes
competence of children
ability to adapt to the environment and to take normal developmental steps
>
child displays domains of competence / arenas of comfort
'
↳ each
resilience
>
adaptation or competence despite adversities
>
no universal , categorical ,
or fixed property ; changes over time and situations
it
>
connected to the protective triad : child features ( g. intelligence family attributes /
e. , e.
g.
secure relationship and environment characteristics ( g.
e. good school )
Veer et al , 2021 resilience outcome of good mental health despite exposure to
adversity protective factors predicting resilience
>
:
aims -
: corona -
related ,
results -
positive appraisal style / PA 5) was positively associated with resilience effects , generalized across
major socio -
demographic categories
the relation between mindset and resilience
avoidance
coping mediates during the COVID-19 pandemic
>
mental illness disturbances of behavior :
, feelings and thought
'
normal to abnormal
'
from
stigma
>
:
is composed of stereotypes prejudice and discrimination
•
,
multiple levels public personal and self stigma for internalized stigma
•
: -
,
be harmful and may prevent seeking help
•
can
,
development
'
child disorders are better understood when considered within the context of typical development
>
>
psycho:p th ology : intense , frequent
: and/or persistent abnormal patterns of emotion cognition ,
and behavior
>
development psychopathology :
emphasizes that different patterns occur in the context of normal development and may lead to current and future problems in infants/children ladoles .
>
prevalence proportion of =
a population with a disorder /number of current cases)
incidence the rate at which (all given time period)
> =
new cases arise new cases in a
>
NL of children with problems , only 201
:
.
receives formal guidance and 35% support
through informal services (teacher etc ) .
→common : ADHD antisocial behavior EDs substance
, , ,
abuse
barriers to mental healthcare
>
structural long waiting lists high personal cost
:
e.
g. ,
>
perceptions of psychological problems g. denial beliefs that difficulties resolve :
e. , over time
perceptions of mental health and child welfare lack of confidence in the system previous negative
>
: e.
g. , experiences
implications
>
negative impact is greatest when problems remain untreated for a
long time
>
approximately 20% of children with severe /chronic disorders : will experience lifelong difficulties ,
are less
likely to finish school have
, more social problems and psychiatric disorders
↳ 801 treatable
. of children with issues is
what is normal ?
' '
about emotions
>
cognitions and behavior ,
•
statistical divergent too much too little : or
sociocultural standards the beliefs and expectations of certain groups about what kinds of emotions cognitions , behaviors unacceptable
•
:
, are
•
mental health care definitions / e.
g.
DSM -
5) clinically
:
'
based judgements of distress and dysfunction
' ' '
definition mental health
mentally healthy children and adolescents
>
positive quality of life
•
experience a
•
function well at home at school and in society ,
have symptoms of psychopathology interfering with their development
•
no
divergent four D 's dysfunction distress deviance danger /Nolen Hoeksema 2020)
'
↳ '
: : -
, , , ,
adaptation
ability to adjust to info and experiences through adaptation we're able to adopt behaviors to allow to cope with change
=
new , , new us
poor adequate optimal adaptation
>
, ,
>
neither adequate nor optimal adaptation assumes smooth
sailing throughout
normal us .
abnormal
>
in some situations, clear distinction between normal and abnormal
>
usually large gray observer instrument situation
area :
depending on , ,
knowledge of normal development required
↳
theoretical modules
>
what's
going on
? what 's etiology ( cause ) in terms of either biological , psychological and contextual processes ? which multi-dimensional models are required to explain causes/
consequences of behavior ?
>
for development psychopathology ,
and interventions
based on clinical observations research, intervention programs ; presented separately but not mutually exclusive; usually form complementary perspectives complex clinical patterns
•
, on
basic models := explanatory patterns of emotion, cognition and behavior 6 kinds
>
:
on
+
two
types : continuous (dimensional) :
gradual scale normal to abnormal ,
discontinuous (categorical :
physiological models
>
emphasis on physiological : base of all psychological processes and events (structural /functional biological chemical , ,
, >
current physiological models ,
as the diathesis stress model emphasize the combination of
-
,
various physiological factors and stress
↳ diathesis
(predisposition :
physiological vulnerabilities such as
genetic defects structural pathology and
,
biochemical disturbances
↳ stress :
physiological or from environment
↳ the interaction lead to the development of disorder
may a
by environment 1g e) effects and interactions
> *
gene
- -
passive correlations children are exposed to different environments provided by their genetically related parents
>
:
>
active correlations : children select or create their own environments as a function of their
genetic background
>
evocative correlations : children experience different reactions /responses to their genetically influenced emotions or behaviors
>
gene
-
by environment interactions
- : involve differential sensitivity or
susceptibility to environments or
experiences
>
connectome
>
localization vs holistic view of the brain (development)
>
connectome :
diagram of the brain 's neural connections
experience dependent brain plasticity
> -
psychodynamic models
emphasis current models subconscious cognitive affective and motivational processes , mental representations of self others and relationships, individual
meaning of
>
on :
,
, ,
subjective experiences development of personality problems and childhood psychological challenges during aging
,
behavioral and cognitive models
emphasis on normal and deviant behavior learned /classical operant conditioning, observational learning individual 's observable behavior in specific environment cognitive
>
: are , a
, ,
deficits or defects in relation to
learning processes of the child components ,
and processes of the mind and mental development leg Piaget and Vygotsky
.
humanistic models
personal meaningful experiences congenital motivation for healthy growth creation of self-image by the child psychopathology interference/suppression of these needs
>
emphasis on :
, ,
a
,
:
↳
critique : can be overly optimistic
family models
>
emphasis on understanding of personality and psychopathology of the child based
: on
family dynamics considering the shared
,
and non shared surroundings of family members ,
diagnostics and therapy focus the child within the family setting on
sociocultural models
emphasis on social context including gender ethnicity and SES , culture affects development components of ecological models classrooms and neighborhood ,
>
:
, , ,
are home,
birth cohort people born :
in a particular historical period share
key experiences and events ( e.g. baby Boomers)
Bronfenbrenner model (1986)
>
children 's development is embedded in multiple settings , environments ,
and systems
practices and principles
>
developmental paths and stability / change competence and incompetence risk and protective factors , ,
Sroufe principal psychopathology with high / low
'
>
,
1990 : one of the tasks of developmental psychopathology is to define developmental pathways some of which ,
are associated with
probability
>
patterns of adjustment and adjustment time changes in interactions /transactions
poor over the lifespan with the
→
-
surroundings across
at what moment in the development and for what do deviations of normal development
↳ ?
reasons occur
>
stable and changing paths
enabled
change is possible at many points change is constrained adaptations
>
,
or
by previous
>
course development paths
>
multifinality :
same initial conditions lead to various outcomes
>
equi finality :
various initial conditions lead to corresponding outcomes
competence of children
ability to adapt to the environment and to take normal developmental steps
>
child displays domains of competence / arenas of comfort
'
↳ each
resilience
>
adaptation or competence despite adversities
>
no universal , categorical ,
or fixed property ; changes over time and situations
it
>
connected to the protective triad : child features ( g. intelligence family attributes /
e. , e.
g.
secure relationship and environment characteristics ( g.
e. good school )
Veer et al , 2021 resilience outcome of good mental health despite exposure to
adversity protective factors predicting resilience
>
:
aims -
: corona -
related ,
results -
positive appraisal style / PA 5) was positively associated with resilience effects , generalized across
major socio -
demographic categories
the relation between mindset and resilience
avoidance
coping mediates during the COVID-19 pandemic
>
