Abnormal Child Psychology International Edition 5th
Edition By Eric J. Mash - Test Bank (Chapter 1-14)
,Content
Chapter 1: Introduction to Normal and Abnormal Behavior in Children and
Adolescents
Chapter 2: Theories and Causes
Chapter 3: Research
Chapter 4: Assessment, Diagnosis, and Treatment
Chapter 5: Attention-Deficit/Hyperactivity Disorder (ADHD)
Chapter 6: Conduct Problems
Chapter 7: Anxiety Disorders
Chapter 8: Mood Disorders
Chapter 9: Intellectual Disability (Mental Retardation
Chapter 10: Autism Spectrum Disorder and Childhood-Onset Schizophrenia
Chapter 11: Communication and Learning Disorders
Chapter 12: Health-Related and Substance Use Disorders
Chapter 13: Eating Disorders and Related Conditions
Chapter 14: Child Maltreatment and Non-Accidental Trauma
, Chapter 1: Introduction to Normal and Abnormal
Behavior in Children and Adolescents
Chapter Summary:
During the 17th and 18th centuries, many children were subjected to harsh treatment or parental
indifference. Concern for the plight and welfare of children with mental and behavioral disturbances
rose with increasing advances in general medicine, physiology, and neurology. In addition, the growing
influence of the philosophies of Locke and others led to the view that children needed moral guidance
and support. These changing views resulted in an increased concern for moral education, compulsory
education, and improved health practices. The late 19th century was marked by more compassionate
attitudes towards children and adults with mental disorders, and detection and intervention methods
flourished. However, during the early part of the 20th century, this educational and humane model
returned to a custodial model, and attitudes became pessimistic and hostile towards persons with
mental disorders. Psychoanalytic and behavioral theories helped shape emerging psychological and
environmental influences in the beginning of the 20th century. Freud linked childhood experiences to
mental disorders, causing a shift in the view of children as insignificant beings to that of human beings in
distress. Watson scientifically investigated behavior, based on the learning theory of classical
conditioning. In the late 1940s the institutionalization of children with intellectual or mental disorders
was criticized, and from 1945 to 1965, the institutionalization of children decreased dramatically as
children were placed in foster homes and group homes. Behavior therapy emerged in the 1950s and
1960s as treatment for child and family disorders. Defining the term psychological disorder is a difficult
task, but it has been broadly defined as a pattern of symptoms associated with features of distress
and/or disability, and/or increased risk of further suffering or harm. Recent longitudinal studies have
found that by their 21st birthday, 3 out of 5 young adults meet criteria for a well-specified psychiatric
disorder. In addition, a significant number of children do not grow out of their childhood difficulties.
Childhood poverty is a daily reality for about 1 in 5 children in the United States and 1 in 7 in Canada.
Poverty and socioeconomic disadvantage, sex differences, race, ethnicity, culture, child maltreatment
and non-accidental trauma, other special issues concerning adolescents and sexual minority youths, and
lifespan implications are all factors that influence the changing rates and expression of mental disorders.
Chapter Outline:
I. Historical Views and Breakthroughs
Historically, children were often ignored or subjected to harsh treatment because of the
belief that they would die, were possessed, or were the property of their
parents
, A. The Emergence of Social Conscience
1. In the 17th century, John Locke, an English philosopher and physician, advanced
the belief that children should be raised with thought and care, rather than
indifference and harsh treatment. He saw the importance of treating children
with kindness and understanding and providing them with opportunities for
education
2. Jean-Marc Itard undertook one of the first documented efforts to work with a
special needs child around the turn of the 19th century, an undertaking that
launched a new era of a helping orientation towards children
3. Although not entirely clear, the distinction was made in the latter half of the 19th
century between individuals with mental retardation (“imbeciles”) and
individuals with psychiatric disorders (“lunatics”)
4. Children with normal cognitive abilities but disturbing behavior were said to be
suffering from “moral insanity”
5. Advances in medicine, physiology, and neurology led to a replacement of the
moral insanity view by the organic disease model, and the growing influence of
philosophies of Locke and others fostered the belief that children needed moral
guidance and support
B. Early Biological Attributions
1. Early attempts at biological explanations for abnormal behavior were very
biased in favor of locating the cause of the problem within the individual
2. The view of mental disorders as being “diseases” meant that they were
progressive and irreversible, and resistant to treatment or learning
3. The early educational and humane model for assisting persons with mental
disorders returned to a custodial model during the early part of the 20th century,
meaning that attitudes towards those with mental disabilities were once again
hostile and negative. Many communities chose to prevent the transmission of
these mental “diseases” through sterilization and institutionalization.
C. Early Psychological Attributions
1. Psychological influences did not emerge until the early 1900s, corresponding
with the formulation of a taxonomy of illnesses (diagnostic categorization
system)
2. Psychoanalytic theory linked mental disorders to childhood experiences; for the
first time the course of mental disorders was not viewed as inevitable
3. Behaviorism laid the foundation for studying conditioning and elimination of
children’s fears
D. Evolving Forms of Treatment
1. Up until the late 1940s, most children with intellectual or mental disorders were
institutionalized
2. Research in the mid 1940s by Rene Spitz revealed the very harmful impact of
institutional life on children’s physical and emotional development; within the
following 20-year period there was a rapid decline in institutionalization and an
increase in foster family and group home placements
3. In the 1950s and 1960s behavior therapy emerged as a systematic approach to
treatment of child and family disorders
E. Progressive Legislation
1. In countries such as the U.S. and Canada, many laws have been enacted in the
past few decades to protect the rights of children with special needs
Edition By Eric J. Mash - Test Bank (Chapter 1-14)
,Content
Chapter 1: Introduction to Normal and Abnormal Behavior in Children and
Adolescents
Chapter 2: Theories and Causes
Chapter 3: Research
Chapter 4: Assessment, Diagnosis, and Treatment
Chapter 5: Attention-Deficit/Hyperactivity Disorder (ADHD)
Chapter 6: Conduct Problems
Chapter 7: Anxiety Disorders
Chapter 8: Mood Disorders
Chapter 9: Intellectual Disability (Mental Retardation
Chapter 10: Autism Spectrum Disorder and Childhood-Onset Schizophrenia
Chapter 11: Communication and Learning Disorders
Chapter 12: Health-Related and Substance Use Disorders
Chapter 13: Eating Disorders and Related Conditions
Chapter 14: Child Maltreatment and Non-Accidental Trauma
, Chapter 1: Introduction to Normal and Abnormal
Behavior in Children and Adolescents
Chapter Summary:
During the 17th and 18th centuries, many children were subjected to harsh treatment or parental
indifference. Concern for the plight and welfare of children with mental and behavioral disturbances
rose with increasing advances in general medicine, physiology, and neurology. In addition, the growing
influence of the philosophies of Locke and others led to the view that children needed moral guidance
and support. These changing views resulted in an increased concern for moral education, compulsory
education, and improved health practices. The late 19th century was marked by more compassionate
attitudes towards children and adults with mental disorders, and detection and intervention methods
flourished. However, during the early part of the 20th century, this educational and humane model
returned to a custodial model, and attitudes became pessimistic and hostile towards persons with
mental disorders. Psychoanalytic and behavioral theories helped shape emerging psychological and
environmental influences in the beginning of the 20th century. Freud linked childhood experiences to
mental disorders, causing a shift in the view of children as insignificant beings to that of human beings in
distress. Watson scientifically investigated behavior, based on the learning theory of classical
conditioning. In the late 1940s the institutionalization of children with intellectual or mental disorders
was criticized, and from 1945 to 1965, the institutionalization of children decreased dramatically as
children were placed in foster homes and group homes. Behavior therapy emerged in the 1950s and
1960s as treatment for child and family disorders. Defining the term psychological disorder is a difficult
task, but it has been broadly defined as a pattern of symptoms associated with features of distress
and/or disability, and/or increased risk of further suffering or harm. Recent longitudinal studies have
found that by their 21st birthday, 3 out of 5 young adults meet criteria for a well-specified psychiatric
disorder. In addition, a significant number of children do not grow out of their childhood difficulties.
Childhood poverty is a daily reality for about 1 in 5 children in the United States and 1 in 7 in Canada.
Poverty and socioeconomic disadvantage, sex differences, race, ethnicity, culture, child maltreatment
and non-accidental trauma, other special issues concerning adolescents and sexual minority youths, and
lifespan implications are all factors that influence the changing rates and expression of mental disorders.
Chapter Outline:
I. Historical Views and Breakthroughs
Historically, children were often ignored or subjected to harsh treatment because of the
belief that they would die, were possessed, or were the property of their
parents
, A. The Emergence of Social Conscience
1. In the 17th century, John Locke, an English philosopher and physician, advanced
the belief that children should be raised with thought and care, rather than
indifference and harsh treatment. He saw the importance of treating children
with kindness and understanding and providing them with opportunities for
education
2. Jean-Marc Itard undertook one of the first documented efforts to work with a
special needs child around the turn of the 19th century, an undertaking that
launched a new era of a helping orientation towards children
3. Although not entirely clear, the distinction was made in the latter half of the 19th
century between individuals with mental retardation (“imbeciles”) and
individuals with psychiatric disorders (“lunatics”)
4. Children with normal cognitive abilities but disturbing behavior were said to be
suffering from “moral insanity”
5. Advances in medicine, physiology, and neurology led to a replacement of the
moral insanity view by the organic disease model, and the growing influence of
philosophies of Locke and others fostered the belief that children needed moral
guidance and support
B. Early Biological Attributions
1. Early attempts at biological explanations for abnormal behavior were very
biased in favor of locating the cause of the problem within the individual
2. The view of mental disorders as being “diseases” meant that they were
progressive and irreversible, and resistant to treatment or learning
3. The early educational and humane model for assisting persons with mental
disorders returned to a custodial model during the early part of the 20th century,
meaning that attitudes towards those with mental disabilities were once again
hostile and negative. Many communities chose to prevent the transmission of
these mental “diseases” through sterilization and institutionalization.
C. Early Psychological Attributions
1. Psychological influences did not emerge until the early 1900s, corresponding
with the formulation of a taxonomy of illnesses (diagnostic categorization
system)
2. Psychoanalytic theory linked mental disorders to childhood experiences; for the
first time the course of mental disorders was not viewed as inevitable
3. Behaviorism laid the foundation for studying conditioning and elimination of
children’s fears
D. Evolving Forms of Treatment
1. Up until the late 1940s, most children with intellectual or mental disorders were
institutionalized
2. Research in the mid 1940s by Rene Spitz revealed the very harmful impact of
institutional life on children’s physical and emotional development; within the
following 20-year period there was a rapid decline in institutionalization and an
increase in foster family and group home placements
3. In the 1950s and 1960s behavior therapy emerged as a systematic approach to
treatment of child and family disorders
E. Progressive Legislation
1. In countries such as the U.S. and Canada, many laws have been enacted in the
past few decades to protect the rights of children with special needs
