Samenvatting Klinische Ontwikkelingspsychologie
Boek en Verdiepende en Aanvullende Colleges
Universiteit Utrecht
2024-2025
[202100061]
, 2
Contents
Chapter 1 .................................................................................................................................... 4
Chapter 3 .................................................................................................................................... 4
Chapter 4 .................................................................................................................................... 7
4.1: Clinical issues.................................................................................................................. 7
4.2: Assessing disorders ......................................................................................................... 8
4.3: Classification and diagnosis .......................................................................................... 10
4.4: Treatment and prevention .............................................................................................. 11
Chapter 5 .................................................................................................................................. 13
5.1: Intelligence and intellectual development disorder (intellectual disability) ................. 13
5.2: Features of intellectual developmental disorder............................................................ 14
5.3: Developmental course and adult outcomes ................................................................... 15
5.4: Causes ........................................................................................................................... 17
5.5: Prevention, education, and treatment ............................................................................ 18
Chapter 6 .................................................................................................................................. 19
6.1: Autism spectrum disorder (ASD) .................................................................................. 19
6.2: DSM-5-TR: Defining features of ASD ......................................................................... 19
6.3: Core behaviours of ASD ............................................................................................... 20
6.4: Associated characteristics of ASD................................................................................. 21
6.5: Prevalence and course of ASD ...................................................................................... 22
6.6: Causes of ASD .............................................................................................................. 22
6.7: Support and services for ASD ....................................................................................... 23
Chapter 7 .................................................................................................................................. 23
7.1: Definitions and history .................................................................................................. 24
7.2: Language development ................................................................................................. 24
7.3: Communication disorders ............................................................................................. 25
7.4: Specific learning disorder ............................................................................................. 26
Chapter 8 .................................................................................................................................. 29
8.1: Description and history ................................................................................................. 29
8.2: Core characteristics ....................................................................................................... 29
8.3: Associated characteristics.............................................................................................. 31
8.4: Accompanying psychological disorders and symptoms ............................................... 32
8.5: Prevalence and course ................................................................................................... 32
, 3
8.6: Theories and causes ....................................................................................................... 33
8.7: Treatment....................................................................................................................... 34
Chapter 9 .................................................................................................................................. 35
9.1: Description of conduct problems .................................................................................. 35
9.2: Context, costs, and perspectives .................................................................................... 35
9.3: DSM-5-TR: Defining features ...................................................................................... 36
9.4: Associated characteristics.............................................................................................. 37
9.5: Accompanying disorders and symptoms ....................................................................... 38
9.6: Prevalence, gender, and course ..................................................................................... 39
9.7: Causes ........................................................................................................................... 40
9.8: Treatment and prevention .............................................................................................. 41
Verdiepende en Aanvullende Colleges ..................................................................................... 43
Openingscollege ................................................................................................................... 43
VAC 1: (Licht) verstandelijk beperkt functioneren .............................................................. 45
VAC 2: Autismespectrum problematiek ............................................................................... 46
VAC 3: Taal & communicatieproblemen ............................................................................. 47
VAC 4: Leerproblemen ........................................................................................................ 48
VAC 5: Gedragsproblemen .................................................................................................. 48
VAC 6: Aandachtsproblemen en hyperactiviteit (ADH(D) .................................................. 49
, 4
Chapter 1
Introduction
Developmental psychopathology: maladaptive patterns occur in the context of typical
development and result in the current and potential impairment of infants, children, and
adolescents.
➔ We gain a better understanding of children’s disorders when we think about those
disorders within the context of typical development.
Common descriptions of normality/psychopathology often focus on:
1. Statistical deviance: the infrequency of certain emotions, cognitions and/or
behaviours;
2. Sociocultural norms (conforming yes or no);
3. Mental health definitions: theoretical/clinical based notions of distress and
dysfunction.
Psychopathology: intense, frequent and/or persistent maladaptive patterns of emotions,
cognitions and behaviour.
Developmental epidemiology: focuses on frequencies and patterns of disorders in children.
➔ Frequency is measured by looking at prevalence and incidence (= rate at which new
cases arise).
Chapter 3
Principles and Practices of Developmental Psychopathology
Psychopathology: intense, frequent, and/or persistent maladaptive patterns of emotion,
cognition, and behaviour.
Developmental psychopathology: maladaptive patterns occur in the context of typical
development and result in the current and potential impairments of infants, children and
adolescents.
Understanding children's disorders as delay or dysfunction highlights the difficulties of a
particular child at a particular point in time, providing us with one way of thinking about the
connection between typical and atypical development.
➔ Development is also a process: (mal)adaptation is an ongoing activity.
Developmental pathways: adjustment and maladjustment are points or places along a
lifelong map.
➔ Equifinality: different circumstances lead to the same diagnosis (outcome);
➔ Multifinality: similar beginnings lead to different outcomes.
Remember when thinking about developmental pathways: (1) change is possible at many
points and (2) change is constrained or enabled by previous adaptations.
, 5
Transitions and turning points of developmental pathways can be due to internal, intrinsic
factors (onset of puberty) and external factors (divorce, moving). These factors are associated
with potential gains or reversals and tied to the shutting down or opening up of opportunities.
In this picture, (dis)continuity refers to the overall group level
of a characteristic or behaviour (e.g. empathy or aggression)
and (in)stability refers to the relative ordering of individuals
compared to peers.
Developmental coherence: beginnings may be logically and
meaningfully linked to outcomes if we carefully evaluate the
variables that lead to stability as well as the variables that lead
to change.
Competence: effective functioning in important environments. Children who are competent
display a track record of effectiveness in age-salient developmental tasks and this
effectiveness is embedded in developmental, cultural, and historical context.
➔ Generally, children who are competent in one area are somewhat more likely to be
competent in other areas. Still, competence in one area does not ensure competence in
another area.
Risk: increased vulnerability to disorder. Risk factors: the individual, family, and social
characteristics that are associated with this increased vulnerability.
Resilience: adaptation (or competence) despite adversity. Protective factors: individual,
family and social characteristics that are associated with this positive adaptation.
Risk factors increase vulnerability in two ways:
1. Nonspecific risk: increased vulnerability to (m)any kinds of disorders (e.g. poverty);
2. Specific risk: increased vulnerability to one particular disorder (e.g. gene defect).
a. Impact of risks on lives over time is moderated by other factors, including the
differential susceptibility of the children who experience those risks.
Individual risk factors: these are child focused and include genetics, physiological processes,
cognitive and behavioural predispositions, and temperament and personality.
Family risk factors: associated with the child’s immediate caretaking environment and include
parent characteristics such as the presence of psychopathology or harsh, punitive styles of
parenting, and family events such as divorce or unemployment.
Sociocultural risk factors: associated with the child’s larger environment, including peers and
schools, neighbourhood, SES background, and racial, ethnic, and cultural characteristics.
Poverty and environmental stressors are also considered as risk factors.
It is concluded that the total number of risk factors is even more important than the specific
type of risk factors.
, 6
➔ Research on cumulative risk is often focused on adverse child experiences (ACEs),
extreme adversity and toxic stress.
Differential impact theory: changes to the environment cause individuals to change and that
these changes depend on the quality of the psychological, sociocultural, and economic
resources provided by the environment, balanced by the quality and quantity of the
individual’s exposure to risk.
Child maltreatment: physical abuse, sexual abuse, psychological abuse, and neglect.
Resilience is adaptation in the face of adversity. Three types of resilient children/adolescents:
1. Children and adolescents with man risk factors who have good outcomes;
2. Children and adolescents who continue to display competence when they are
experiencing stress;
3. Children and adolescents who display good recoveries following stress or trauma.
Resilience is a dynamic process, a capacity that develops over time.
Types of protective factors:
• Promotive effects: the characteristics and experiences that support positive
development and adaptation for children and adolescents regardless of risk level;
• Protective effects: support positive development for children and adolescents in the
presence of risk.
Having positive relationships with parents, siblings and friends contribute to positive child
outcomes.
The protective factors that influence resilience on the individual, family, school and
community level are:
• Sensitive caregiving, close relationships, social support;
• Sense of belonging, cohesion;
• Self-regulation, family management, group or organizational leadership;
• Agency, beliefs in system efficacy, active coping;
• Problem-solving and planning;
• Hope, optimism, confidence in a better future;
• Mastery motivation, motivation to adapt;
• Purpose and a sense of meaning;
• Positive views of self, family, or group;
• Positive habits, routines, rituals, traditions, celebrations.
Protective factors influence children’s outcomes by:
1. Reducing the impact of risk;
2. Reducing the negative chain reactions that follow exposure to risk;
3. Serving to establish or maintain self-esteem and self-efficacy;
4. Opening up opportunities for improvement or growth.
Boek en Verdiepende en Aanvullende Colleges
Universiteit Utrecht
2024-2025
[202100061]
, 2
Contents
Chapter 1 .................................................................................................................................... 4
Chapter 3 .................................................................................................................................... 4
Chapter 4 .................................................................................................................................... 7
4.1: Clinical issues.................................................................................................................. 7
4.2: Assessing disorders ......................................................................................................... 8
4.3: Classification and diagnosis .......................................................................................... 10
4.4: Treatment and prevention .............................................................................................. 11
Chapter 5 .................................................................................................................................. 13
5.1: Intelligence and intellectual development disorder (intellectual disability) ................. 13
5.2: Features of intellectual developmental disorder............................................................ 14
5.3: Developmental course and adult outcomes ................................................................... 15
5.4: Causes ........................................................................................................................... 17
5.5: Prevention, education, and treatment ............................................................................ 18
Chapter 6 .................................................................................................................................. 19
6.1: Autism spectrum disorder (ASD) .................................................................................. 19
6.2: DSM-5-TR: Defining features of ASD ......................................................................... 19
6.3: Core behaviours of ASD ............................................................................................... 20
6.4: Associated characteristics of ASD................................................................................. 21
6.5: Prevalence and course of ASD ...................................................................................... 22
6.6: Causes of ASD .............................................................................................................. 22
6.7: Support and services for ASD ....................................................................................... 23
Chapter 7 .................................................................................................................................. 23
7.1: Definitions and history .................................................................................................. 24
7.2: Language development ................................................................................................. 24
7.3: Communication disorders ............................................................................................. 25
7.4: Specific learning disorder ............................................................................................. 26
Chapter 8 .................................................................................................................................. 29
8.1: Description and history ................................................................................................. 29
8.2: Core characteristics ....................................................................................................... 29
8.3: Associated characteristics.............................................................................................. 31
8.4: Accompanying psychological disorders and symptoms ............................................... 32
8.5: Prevalence and course ................................................................................................... 32
, 3
8.6: Theories and causes ....................................................................................................... 33
8.7: Treatment....................................................................................................................... 34
Chapter 9 .................................................................................................................................. 35
9.1: Description of conduct problems .................................................................................. 35
9.2: Context, costs, and perspectives .................................................................................... 35
9.3: DSM-5-TR: Defining features ...................................................................................... 36
9.4: Associated characteristics.............................................................................................. 37
9.5: Accompanying disorders and symptoms ....................................................................... 38
9.6: Prevalence, gender, and course ..................................................................................... 39
9.7: Causes ........................................................................................................................... 40
9.8: Treatment and prevention .............................................................................................. 41
Verdiepende en Aanvullende Colleges ..................................................................................... 43
Openingscollege ................................................................................................................... 43
VAC 1: (Licht) verstandelijk beperkt functioneren .............................................................. 45
VAC 2: Autismespectrum problematiek ............................................................................... 46
VAC 3: Taal & communicatieproblemen ............................................................................. 47
VAC 4: Leerproblemen ........................................................................................................ 48
VAC 5: Gedragsproblemen .................................................................................................. 48
VAC 6: Aandachtsproblemen en hyperactiviteit (ADH(D) .................................................. 49
, 4
Chapter 1
Introduction
Developmental psychopathology: maladaptive patterns occur in the context of typical
development and result in the current and potential impairment of infants, children, and
adolescents.
➔ We gain a better understanding of children’s disorders when we think about those
disorders within the context of typical development.
Common descriptions of normality/psychopathology often focus on:
1. Statistical deviance: the infrequency of certain emotions, cognitions and/or
behaviours;
2. Sociocultural norms (conforming yes or no);
3. Mental health definitions: theoretical/clinical based notions of distress and
dysfunction.
Psychopathology: intense, frequent and/or persistent maladaptive patterns of emotions,
cognitions and behaviour.
Developmental epidemiology: focuses on frequencies and patterns of disorders in children.
➔ Frequency is measured by looking at prevalence and incidence (= rate at which new
cases arise).
Chapter 3
Principles and Practices of Developmental Psychopathology
Psychopathology: intense, frequent, and/or persistent maladaptive patterns of emotion,
cognition, and behaviour.
Developmental psychopathology: maladaptive patterns occur in the context of typical
development and result in the current and potential impairments of infants, children and
adolescents.
Understanding children's disorders as delay or dysfunction highlights the difficulties of a
particular child at a particular point in time, providing us with one way of thinking about the
connection between typical and atypical development.
➔ Development is also a process: (mal)adaptation is an ongoing activity.
Developmental pathways: adjustment and maladjustment are points or places along a
lifelong map.
➔ Equifinality: different circumstances lead to the same diagnosis (outcome);
➔ Multifinality: similar beginnings lead to different outcomes.
Remember when thinking about developmental pathways: (1) change is possible at many
points and (2) change is constrained or enabled by previous adaptations.
, 5
Transitions and turning points of developmental pathways can be due to internal, intrinsic
factors (onset of puberty) and external factors (divorce, moving). These factors are associated
with potential gains or reversals and tied to the shutting down or opening up of opportunities.
In this picture, (dis)continuity refers to the overall group level
of a characteristic or behaviour (e.g. empathy or aggression)
and (in)stability refers to the relative ordering of individuals
compared to peers.
Developmental coherence: beginnings may be logically and
meaningfully linked to outcomes if we carefully evaluate the
variables that lead to stability as well as the variables that lead
to change.
Competence: effective functioning in important environments. Children who are competent
display a track record of effectiveness in age-salient developmental tasks and this
effectiveness is embedded in developmental, cultural, and historical context.
➔ Generally, children who are competent in one area are somewhat more likely to be
competent in other areas. Still, competence in one area does not ensure competence in
another area.
Risk: increased vulnerability to disorder. Risk factors: the individual, family, and social
characteristics that are associated with this increased vulnerability.
Resilience: adaptation (or competence) despite adversity. Protective factors: individual,
family and social characteristics that are associated with this positive adaptation.
Risk factors increase vulnerability in two ways:
1. Nonspecific risk: increased vulnerability to (m)any kinds of disorders (e.g. poverty);
2. Specific risk: increased vulnerability to one particular disorder (e.g. gene defect).
a. Impact of risks on lives over time is moderated by other factors, including the
differential susceptibility of the children who experience those risks.
Individual risk factors: these are child focused and include genetics, physiological processes,
cognitive and behavioural predispositions, and temperament and personality.
Family risk factors: associated with the child’s immediate caretaking environment and include
parent characteristics such as the presence of psychopathology or harsh, punitive styles of
parenting, and family events such as divorce or unemployment.
Sociocultural risk factors: associated with the child’s larger environment, including peers and
schools, neighbourhood, SES background, and racial, ethnic, and cultural characteristics.
Poverty and environmental stressors are also considered as risk factors.
It is concluded that the total number of risk factors is even more important than the specific
type of risk factors.
, 6
➔ Research on cumulative risk is often focused on adverse child experiences (ACEs),
extreme adversity and toxic stress.
Differential impact theory: changes to the environment cause individuals to change and that
these changes depend on the quality of the psychological, sociocultural, and economic
resources provided by the environment, balanced by the quality and quantity of the
individual’s exposure to risk.
Child maltreatment: physical abuse, sexual abuse, psychological abuse, and neglect.
Resilience is adaptation in the face of adversity. Three types of resilient children/adolescents:
1. Children and adolescents with man risk factors who have good outcomes;
2. Children and adolescents who continue to display competence when they are
experiencing stress;
3. Children and adolescents who display good recoveries following stress or trauma.
Resilience is a dynamic process, a capacity that develops over time.
Types of protective factors:
• Promotive effects: the characteristics and experiences that support positive
development and adaptation for children and adolescents regardless of risk level;
• Protective effects: support positive development for children and adolescents in the
presence of risk.
Having positive relationships with parents, siblings and friends contribute to positive child
outcomes.
The protective factors that influence resilience on the individual, family, school and
community level are:
• Sensitive caregiving, close relationships, social support;
• Sense of belonging, cohesion;
• Self-regulation, family management, group or organizational leadership;
• Agency, beliefs in system efficacy, active coping;
• Problem-solving and planning;
• Hope, optimism, confidence in a better future;
• Mastery motivation, motivation to adapt;
• Purpose and a sense of meaning;
• Positive views of self, family, or group;
• Positive habits, routines, rituals, traditions, celebrations.
Protective factors influence children’s outcomes by:
1. Reducing the impact of risk;
2. Reducing the negative chain reactions that follow exposure to risk;
3. Serving to establish or maintain self-esteem and self-efficacy;
4. Opening up opportunities for improvement or growth.
