DEVELOPMENTAL
PSYCHOPATHOLOGY
SAMENVATTING MINDTAP BOEK – GEMAAKT DOOR: LISANNE SEVERS
INHOUD
chapter 1: Introduction.............................................................................................................................................2
Key terms...............................................................................................................................................................3
chapter 2: Models of Child development..................................................................................................................4
Key terms...............................................................................................................................................................6
chapter 3: Principles and practices of developmental psychopathology.................................................................8
Key terms.............................................................................................................................................................10
chapter 4: Classification, Assessment and diagnosis, and intervention.................................................................11
Key terms.............................................................................................................................................................13
Chapter 5: Disorders of early childhood.................................................................................................................15
Key terms.............................................................................................................................................................18
Chapter 6: Intellectual devellopmental disorders and learning disorders.............................................................19
Key terms.............................................................................................................................................................23
Chapter 7: Austism Spectrum disorder...................................................................................................................24
Key terms.............................................................................................................................................................26
Chapter 8: Maltreatment and Trauma- and stressor-related disorders.................................................................27
Key terms.............................................................................................................................................................29
Chapter 9: Attention deficit/hyperactivity disorder...............................................................................................29
Key terms.............................................................................................................................................................31
Chapter 10: Opposition defiant disorder and conduct disorder.............................................................................32
Key terms.............................................................................................................................................................37
chapter 11: Anxiety disorders, obsessive-compulsive disorder and somatic symptom disorder..........................38
key terms.............................................................................................................................................................40
Chapter 12: Depressive disorders, bipolar disorders and suicidality......................................................................42
Key terms.............................................................................................................................................................44
Chapter 13: Eating disorders...................................................................................................................................46
Key terms.............................................................................................................................................................47
Chapter 14: Substance-related disorders and transition to adult disorders..........................................................48
key terms.............................................................................................................................................................51
,CHAPTER 1: INTRODUCTION
One of the first steps leading to accurate and useful conceptualizations of psychopathology is to recognize the
many connections between typical and atypical development.
To determine whether something is normal or abnormal in the development, three aspects can be examined:
1. Statistical deviance how often does it appears in the population? Is it frequent?
2. Socio-cultural norms the beliefs and expectation of certain groups can differ.
3. Mental health perspectives theoretical/clinically based notions of distress and dysfunction
A key value judgement involves distinctions between adaption and maladaptation and personal or group
standards.
Forms of adaption:
- Adequate adaption is it acceptable?
- Optimal adaption is it excellent?
- Average adaption is it average?
- Poor adaption is it significant less than average?
DEFENITIONS OF DISORDER
Psychopathology = refers to 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.
THE MULTIPART TASK OF ESTIMATING RATES OF DISORDER INCLUEDES:
1. Identifying children with clinically significant distress and dysfunction, whether or not they are in
treatment (and most of them are not)
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 disorders, such as
autism spectrum disorder, ADHD, and depression
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.
FOUR PART MODEL FOR A COMPREHENSIVE SYSTEM
, 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 central to child development
3. Efforts should emphasize preventive care for high-risk children and families
4. More attention must be paid to cultural context and cultural competence
STIGMATIZATION
A final issue concerns the continued and painfully unnecessary stigmatization of individuals with
psychopathology.
Stigmatization = negative attitudes, emotions and behaviors, related to psychopathology and mental illness.
Mukolo, Heflinger and Wallston (2010) 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.
KEY TERMS
TERM DEFENITION
DEVELOPMENTAL Intense, frequent and persistent maladaptive patterns of emotion, cognition and behavior considered
PSYCHOPATHOLOGY 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 The beliefs and expectations of certain groups about what kinds of emotions, cognitions and/or behaviors
NORMS are undesirable of unacceptable
DEVELOPMENTAL Frequencies and patterns of distributions of disorders in infants, children and adolescents
EPIDEMIOLOGY
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 sigma of psychopathology or mental illness.
STIGMATIZATION Negative attitudes (such as blaming or overconcern with dangerousness), emotions (such as shame, fear of
pity) and behaviors (such as ridicule or isolation) related to psychopathology and mental illness
, CHAPTER 2: MODELS OF CHILD DEVELOPMENT
When different researchers share a perspective it’s called a paradigm (a kind of cognitive frame of reference,
which includes assumptions and concepts). A benefit of paradigm: it gives you some guidelines for how a
problem is approached, examined and interpreted. A downside of paradigm: it can give a researcher some
restrictions in developing a perspective.
Dimensional models of psychopathology are models that emphasize the ways in which typical feelings,
thoughts, and behaviors are gradually become more serious problems, which than may intensify and become
clinically diagnosable disorders. These models are continuous or quantitative.
Categorical models of psychopathology are models that emphasize discrete an qualitative differences in
individual patterns of emotions, cognition and behavior. These models are discontinuous or qualitative.
Psychological models are models that emphasize biological processes, such as genes and neurological systems,
as being at the core of human experience. This models explain the development of psychopathology, it’s course
and treatments.
Researchers focused on the human connectome (the diagram of the brain’s neural connections) makes use of
graph theory, diffusion imaging and quantitative analysis to map the anatomical and functional features of
complex brain networks. This includes neural plasticity.
GENOTYPE, PHENOTYPE AND GENETICS
Genetics play a critical role in physiological models. Two important parts of genetics are:
1. Genotype: the genetic make-up of a cell, an organism or an individual
2. Phenotype: the observable characteristics of an individual
Also you got:
- Behavior genetics = the study of the joint effects of genes and environment
- Molecular genetics = studies of the effects of specific genes at the DNA
But genes can play roles in development:
- Gene-by-environment effects: correlations between genes and the environment that involves
differential exposure to environments or experience. There are 3 types:
1) Passive is taken care of, for example outgoing parents got outgoing kids
2) Active for example: outgoing kids seek for friends
3) Evocative for example: outgoing kids are more often punished.
- Gene-by-environment interactions: the interactive effect between genetic factors, including the
influence of genes on vulnerability to risk factors.
Heritability = The proportion of phenotypic differences among individuals that can be attributed to genetic
differences in a particular population.
Epigenetics = The effect of experience and environment on the regulation of gene expression. The resultant
changes in gene expression can be transmitted across generations.
Risk alleles = Genetic variants that impair general processes across many disorders.
PSYCHOPATHOLOGY
SAMENVATTING MINDTAP BOEK – GEMAAKT DOOR: LISANNE SEVERS
INHOUD
chapter 1: Introduction.............................................................................................................................................2
Key terms...............................................................................................................................................................3
chapter 2: Models of Child development..................................................................................................................4
Key terms...............................................................................................................................................................6
chapter 3: Principles and practices of developmental psychopathology.................................................................8
Key terms.............................................................................................................................................................10
chapter 4: Classification, Assessment and diagnosis, and intervention.................................................................11
Key terms.............................................................................................................................................................13
Chapter 5: Disorders of early childhood.................................................................................................................15
Key terms.............................................................................................................................................................18
Chapter 6: Intellectual devellopmental disorders and learning disorders.............................................................19
Key terms.............................................................................................................................................................23
Chapter 7: Austism Spectrum disorder...................................................................................................................24
Key terms.............................................................................................................................................................26
Chapter 8: Maltreatment and Trauma- and stressor-related disorders.................................................................27
Key terms.............................................................................................................................................................29
Chapter 9: Attention deficit/hyperactivity disorder...............................................................................................29
Key terms.............................................................................................................................................................31
Chapter 10: Opposition defiant disorder and conduct disorder.............................................................................32
Key terms.............................................................................................................................................................37
chapter 11: Anxiety disorders, obsessive-compulsive disorder and somatic symptom disorder..........................38
key terms.............................................................................................................................................................40
Chapter 12: Depressive disorders, bipolar disorders and suicidality......................................................................42
Key terms.............................................................................................................................................................44
Chapter 13: Eating disorders...................................................................................................................................46
Key terms.............................................................................................................................................................47
Chapter 14: Substance-related disorders and transition to adult disorders..........................................................48
key terms.............................................................................................................................................................51
,CHAPTER 1: INTRODUCTION
One of the first steps leading to accurate and useful conceptualizations of psychopathology is to recognize the
many connections between typical and atypical development.
To determine whether something is normal or abnormal in the development, three aspects can be examined:
1. Statistical deviance how often does it appears in the population? Is it frequent?
2. Socio-cultural norms the beliefs and expectation of certain groups can differ.
3. Mental health perspectives theoretical/clinically based notions of distress and dysfunction
A key value judgement involves distinctions between adaption and maladaptation and personal or group
standards.
Forms of adaption:
- Adequate adaption is it acceptable?
- Optimal adaption is it excellent?
- Average adaption is it average?
- Poor adaption is it significant less than average?
DEFENITIONS OF DISORDER
Psychopathology = refers to 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.
THE MULTIPART TASK OF ESTIMATING RATES OF DISORDER INCLUEDES:
1. Identifying children with clinically significant distress and dysfunction, whether or not they are in
treatment (and most of them are not)
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 disorders, such as
autism spectrum disorder, ADHD, and depression
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.
FOUR PART MODEL FOR A COMPREHENSIVE SYSTEM
, 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 central to child development
3. Efforts should emphasize preventive care for high-risk children and families
4. More attention must be paid to cultural context and cultural competence
STIGMATIZATION
A final issue concerns the continued and painfully unnecessary stigmatization of individuals with
psychopathology.
Stigmatization = negative attitudes, emotions and behaviors, related to psychopathology and mental illness.
Mukolo, Heflinger and Wallston (2010) 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.
KEY TERMS
TERM DEFENITION
DEVELOPMENTAL Intense, frequent and persistent maladaptive patterns of emotion, cognition and behavior considered
PSYCHOPATHOLOGY 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 The beliefs and expectations of certain groups about what kinds of emotions, cognitions and/or behaviors
NORMS are undesirable of unacceptable
DEVELOPMENTAL Frequencies and patterns of distributions of disorders in infants, children and adolescents
EPIDEMIOLOGY
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 sigma of psychopathology or mental illness.
STIGMATIZATION Negative attitudes (such as blaming or overconcern with dangerousness), emotions (such as shame, fear of
pity) and behaviors (such as ridicule or isolation) related to psychopathology and mental illness
, CHAPTER 2: MODELS OF CHILD DEVELOPMENT
When different researchers share a perspective it’s called a paradigm (a kind of cognitive frame of reference,
which includes assumptions and concepts). A benefit of paradigm: it gives you some guidelines for how a
problem is approached, examined and interpreted. A downside of paradigm: it can give a researcher some
restrictions in developing a perspective.
Dimensional models of psychopathology are models that emphasize the ways in which typical feelings,
thoughts, and behaviors are gradually become more serious problems, which than may intensify and become
clinically diagnosable disorders. These models are continuous or quantitative.
Categorical models of psychopathology are models that emphasize discrete an qualitative differences in
individual patterns of emotions, cognition and behavior. These models are discontinuous or qualitative.
Psychological models are models that emphasize biological processes, such as genes and neurological systems,
as being at the core of human experience. This models explain the development of psychopathology, it’s course
and treatments.
Researchers focused on the human connectome (the diagram of the brain’s neural connections) makes use of
graph theory, diffusion imaging and quantitative analysis to map the anatomical and functional features of
complex brain networks. This includes neural plasticity.
GENOTYPE, PHENOTYPE AND GENETICS
Genetics play a critical role in physiological models. Two important parts of genetics are:
1. Genotype: the genetic make-up of a cell, an organism or an individual
2. Phenotype: the observable characteristics of an individual
Also you got:
- Behavior genetics = the study of the joint effects of genes and environment
- Molecular genetics = studies of the effects of specific genes at the DNA
But genes can play roles in development:
- Gene-by-environment effects: correlations between genes and the environment that involves
differential exposure to environments or experience. There are 3 types:
1) Passive is taken care of, for example outgoing parents got outgoing kids
2) Active for example: outgoing kids seek for friends
3) Evocative for example: outgoing kids are more often punished.
- Gene-by-environment interactions: the interactive effect between genetic factors, including the
influence of genes on vulnerability to risk factors.
Heritability = The proportion of phenotypic differences among individuals that can be attributed to genetic
differences in a particular population.
Epigenetics = The effect of experience and environment on the regulation of gene expression. The resultant
changes in gene expression can be transmitted across generations.
Risk alleles = Genetic variants that impair general processes across many disorders.
