Summary Disorders of Childhood Development and Psychopathology Robin Parritz 3e edition 9781337098113
Summary
Chapters 1 - 6
Disorders of Childhood - Development and Psychopathology
English
Robin Parritz
9781337098113
3e edition 2017
+ 75 test bank questions with answers
+ 50 most important core concepts explained alphabetically
+ 10 new weblinks
+ Top 10 trends and developments research field + sources
,Summary Disorders of Childhood Development and Psychopathology Robin Parritz 3e edition 9781337098113
, Summary Disorders of Childhood Development and Psychopathology Robin Parritz 3e edition 9781337098113
CH1 - Introduction (W36)
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.
Infant, child, and adolescent psychopathology can be understood only by placing
descriptions of disorders against the background of usual emotional, cognitive,
and behavioral development.
Most children can en do face challenges!
1-1 Defining Disorders of Infancy, Childhood, and Adolescence
Salient, Age-Related Issues of Development:
- Infancy. Major issue: Formation of an effective attachment. Additional
issues: Basic state and arousal regulation, Development of reciprocity,
Dyadic regulation of emotion.
- Toddler Period. Major issue: Guided self-regulation. Additional issues:
Increased autonomy, Increased awareness of self and others,
Awareness of standards for behavior, Self-conscious emotions.
- Preschool Period. Major issue: Self-regulation. Additional issues: Self-
reliance with support (agency), Self-management, Expanding social world,
Internalization of rules and values.
- School Years. Major issue: Competence. Additional issues: Personal
efficacy, Self- integration, Competence with peers, Competence in school.
- Adolescence. Major issue: Individuation. Additional issues: Autonomy with
connectedness, Identity, Peer network competence, Coordinating school,
work, and social life.
- Transition to Adulthood. Major issue: Emancipation. Additional issues:
Launching a life course, Financial responsibility, Adult social competence,
Coordinating work, training, career, and life.
1-2 What Is Normal?
Descriptions of normality and psychopathology focus on:
1. Statistical Deviance (= Compared to the distribution in a particular sample,
statistical deviance refers to the relative infrequency of certain emotions,
cognitions, and/or behaviors.). Een kind heeft een disorder wanneer het te
veel of te weinig age- expected behavior toont. Kanttekening: examine
both/one side: een kind wordt vaak gelabeld met too little empathy (not too
much empathy).
2. Sociocultural norms (= The beliefs and expectations of certain groups
about what kinds of emotions, cognitions, and/or behaviors are
undesirable or unacceptable.). Children are disordered als ze zich niet
voegen tot leeftijdsgerelateerd, gender specifiek of cultureel relevant
gedrag. > Er is een groot verschil tussen culturen (value judgements are
the basis of disorder definitions).
3. Mental Health Perspective, theoretical or clinically based notions of
distress and dysfunction. Key considerations = a child's psychological
well-being. Children who have a negative quality of life, who function
poorly, or who exhibit certain kinds of symptoms might have a disorder.
, Summary Disorders of Childhood Development and Psychopathology Robin Parritz 3e edition 9781337098113
1-3 The Role of Values
Adequate adaptation has to do with what is considered okay, acceptable, or good
enough. Optimal adaptation has to do with what is excellent, superior, or “the best
of what is possible.”
1-4 Definitions of Psychopathology and Developmental
Psychopathology Psychopathology = intense, frequent, and/or persistent
maladaptive patterns of emotion, cognition, and behavior.
Developmental psychopathology extends this description to emphasize that these
maladaptive patterns occur in the context of typical development and result in
the current and potential impairment of infants, children, and adolescents.
1-4a Rates of Disorders in Infancy, Childhood, and
Adolescence 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 (e.g., anxiety disorders) and specific (e.g.,
generalized anxiety, separation anxiety disorder, phobia)
psychopathologies and the impairments associated with various disorders;
3. tracking changing trends in the identification and diagnosis of specific
categories of disorder, such as autism spectrum disorder, attention deficit
hyperactivity disorder (ADHD), and depression
Developmental epidemiology = Frequencies and patterns of distributions of disorders
in infants, children, and adolescents.
Prevalence: all current cases of the disorder. Prevalence is estimated by random
sampling of the general population (surveys, questionnaires, screening
instruments, assessments & clinics & teachers).
Incidence: all new cases in a given time period.
1-4b Allocation of Resources, Availability, and Accessibility of Care
Parents, schools, communities, and policy makers have struggled to allocate often-
scarce emotional, social, and financial resources. One continuing difficulty involves
access to care.
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. Daarbij: inadequate money for prevention efforts is a public policy
dilemma.
1.5 The Stigma of Mental Illness
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 (2010) identify:
Summary
Chapters 1 - 6
Disorders of Childhood - Development and Psychopathology
English
Robin Parritz
9781337098113
3e edition 2017
+ 75 test bank questions with answers
+ 50 most important core concepts explained alphabetically
+ 10 new weblinks
+ Top 10 trends and developments research field + sources
,Summary Disorders of Childhood Development and Psychopathology Robin Parritz 3e edition 9781337098113
, Summary Disorders of Childhood Development and Psychopathology Robin Parritz 3e edition 9781337098113
CH1 - Introduction (W36)
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.
Infant, child, and adolescent psychopathology can be understood only by placing
descriptions of disorders against the background of usual emotional, cognitive,
and behavioral development.
Most children can en do face challenges!
1-1 Defining Disorders of Infancy, Childhood, and Adolescence
Salient, Age-Related Issues of Development:
- Infancy. Major issue: Formation of an effective attachment. Additional
issues: Basic state and arousal regulation, Development of reciprocity,
Dyadic regulation of emotion.
- Toddler Period. Major issue: Guided self-regulation. Additional issues:
Increased autonomy, Increased awareness of self and others,
Awareness of standards for behavior, Self-conscious emotions.
- Preschool Period. Major issue: Self-regulation. Additional issues: Self-
reliance with support (agency), Self-management, Expanding social world,
Internalization of rules and values.
- School Years. Major issue: Competence. Additional issues: Personal
efficacy, Self- integration, Competence with peers, Competence in school.
- Adolescence. Major issue: Individuation. Additional issues: Autonomy with
connectedness, Identity, Peer network competence, Coordinating school,
work, and social life.
- Transition to Adulthood. Major issue: Emancipation. Additional issues:
Launching a life course, Financial responsibility, Adult social competence,
Coordinating work, training, career, and life.
1-2 What Is Normal?
Descriptions of normality and psychopathology focus on:
1. Statistical Deviance (= Compared to the distribution in a particular sample,
statistical deviance refers to the relative infrequency of certain emotions,
cognitions, and/or behaviors.). Een kind heeft een disorder wanneer het te
veel of te weinig age- expected behavior toont. Kanttekening: examine
both/one side: een kind wordt vaak gelabeld met too little empathy (not too
much empathy).
2. Sociocultural norms (= The beliefs and expectations of certain groups
about what kinds of emotions, cognitions, and/or behaviors are
undesirable or unacceptable.). Children are disordered als ze zich niet
voegen tot leeftijdsgerelateerd, gender specifiek of cultureel relevant
gedrag. > Er is een groot verschil tussen culturen (value judgements are
the basis of disorder definitions).
3. Mental Health Perspective, theoretical or clinically based notions of
distress and dysfunction. Key considerations = a child's psychological
well-being. Children who have a negative quality of life, who function
poorly, or who exhibit certain kinds of symptoms might have a disorder.
, Summary Disorders of Childhood Development and Psychopathology Robin Parritz 3e edition 9781337098113
1-3 The Role of Values
Adequate adaptation has to do with what is considered okay, acceptable, or good
enough. Optimal adaptation has to do with what is excellent, superior, or “the best
of what is possible.”
1-4 Definitions of Psychopathology and Developmental
Psychopathology Psychopathology = intense, frequent, and/or persistent
maladaptive patterns of emotion, cognition, and behavior.
Developmental psychopathology extends this description to emphasize that these
maladaptive patterns occur in the context of typical development and result in
the current and potential impairment of infants, children, and adolescents.
1-4a Rates of Disorders in Infancy, Childhood, and
Adolescence 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 (e.g., anxiety disorders) and specific (e.g.,
generalized anxiety, separation anxiety disorder, phobia)
psychopathologies and the impairments associated with various disorders;
3. tracking changing trends in the identification and diagnosis of specific
categories of disorder, such as autism spectrum disorder, attention deficit
hyperactivity disorder (ADHD), and depression
Developmental epidemiology = Frequencies and patterns of distributions of disorders
in infants, children, and adolescents.
Prevalence: all current cases of the disorder. Prevalence is estimated by random
sampling of the general population (surveys, questionnaires, screening
instruments, assessments & clinics & teachers).
Incidence: all new cases in a given time period.
1-4b Allocation of Resources, Availability, and Accessibility of Care
Parents, schools, communities, and policy makers have struggled to allocate often-
scarce emotional, social, and financial resources. One continuing difficulty involves
access to care.
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. Daarbij: inadequate money for prevention efforts is a public policy
dilemma.
1.5 The Stigma of Mental Illness
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 (2010) identify:
