Als je op 11 weken wilt studeren, kun je onderstaand schema volgen.
De weeknummers worden verderop niet meer aangegeven.
In de samenvatting wordt het nummer van de Thema & Studietaak en naam van de bron aangegeven.
De theorie is in normale tekst, de vragen & antwoorden van YouLearn (bv casussen) staat ingekaderd.
Week 1
Literatuur (leerstof)
pp. 110-127 en pp. 132-135 uit: Israel, A. C., Weil Malatras, J., & Wicks-Nelson, R. & Israel, A.C.
(2021). Abnormal Child and Adolescent Psychology (9th edition). New York: Routledge.
Simon, E., & Butler, P. (2021). Hoe help je bange kinderen om meer te durven?
Activiteiten
Studietaak 1.1 en 1.2 uit Thema 1
Week 2
Literatuur (leerstof)
pp. 128-131 en pp. 139-154 uit: Israel, A. C., Weil Malatras, J., & Wicks-Nelson, R. & Israel, A.C.
(2021). Abnormal Child and Adolescent Psychology (9th edition). New York: Routledge.
Activiteiten
Studietaak 1.3 uit Thema 1
Studietaak 2.1 en 2.2 uit Thema 2
Week 3
Literatuur (leerstof)
pp. 155-189 uit: Israel, A. C., Weil Malatras, J., & Wicks-Nelson, R. & Israel, A.C. (2021). Abnormal
Child and Adolescent Psychology (9th edition). New York: Routledge.
Activiteiten
Studietaak 3.1 en 3.2 uit Thema 3
Week 4
Literatuur (leerstof)
Eccles, A.M., Qualter, P., Panayiotou, M., Hurley, R., Boivin, M., & Tremblay, R.E. (2020). Trajectories
of early adolescent loniliness: Implications for physical health and sleep. Journal of Child and Families
Studies.
pp. 190-214 en 219-227, pp. 373-379 uit: Israel, A. C., Weil Malatras, J., & Wicks-Nelson, R. & Israel,
A.C. (2021). Abnormal Child and Adolescent Psychology (9th edition). New York: Routledge.
Activiteiten
Studietaak 3.3 uit Thema 3
Studietaak 4.1 uit Thema 4
Week 5
Literatuur (leerstof)
pp.214-219 en pp. 229-252 uit: Israel, A. C., Weil Malatras, J., & Wicks-Nelson, R. & Israel, A.C.
(2021). Abnormal Child and Adolescent Psychology (9th edition). New York: Routledge.
Van Rooij, A.J., & Boonen, H. (2017). Gameverslaving & Diagnostiek. In G. Bosmans, P. Bijttebier, I.
Noens, & L. Claes (Eds.). Handboek diagnostiek kinderen, jongeren, en gezinnen (pp. 323-342). Den
Haag / Leuven: Acco.
Activiteiten
Studietaak 4.2 en 4.3 uit Thema 4
Studietaak 5.1 uit Thema 5
Week 6
Literatuur (leerstof)
, pp. 252-263 en pp. 265-287 uit: Israel, A. C., Weil Malatras, J., & Wicks-Nelson, R. & Israel, A.C.
(2021). Abnormal Child and Adolescent Psychology (9th edition). New York: Routledge.
Activiteiten
Studietaak 5.2 uit Thema 5
Studietaak 6.1 uit Thema 6
Week 7
Literatuur (leerstof)
pp. 287-295 uit: Israel, A. C., Weil Malatras, J., & Wicks-Nelson, R. & Israel, A.C. (2021). Abnormal
Child and Adolescent Psychology (9th edition). New York: Routledge.
pp. 7-24 uit: SDN, De Jong, P.F., De Bree, E.H., Henneman, K., Kleijnen, R., Loykens, E. H. M., Rolak, M.,
Struiksma, A. J. C., Verhoeven, L., & Wijnen, F. N. K. (2016). Dyslexie: diagnostyiek en behandeling.
Brochure van de Stichting Dyslexie Nederland.
Activiteiten
Studietaak 6.2 uit Thema 6
Week 8
Literatuur (leerstof)
pp. 332-347 uit: Israel, A. C., Weil Malatras, J., & Wicks-Nelson, R. & Israel, A.C. (2021). Abnormal
Child and Adolescent Psychology (9th edition). New York: Routledge.
Overweg, J., Hartman, C. A., & Hendriks, P. (2019). Taalbegrip en theory of mind bij kinderen met
autisme. Neuropraxis, 23, 107-112.
Activiteiten
Studietaak 7.1 uit Thema 7
Week 9
Literatuur (leerstof)
pp. 347-356 en pp. 382-398 uit: Israel, A. C., Weil Malatras, J., & Wicks-Nelson, R. & Israel, A.C.
(2021). Abnormal Child and Adolescent Psychology (9th edition). New York: Routledge.
pp. 51-52 en 60 uit: Burger-Veltmeijer, A., & Minnaert, A. (2017). Sterkte- en zwaktediagnostiek bij
(het vermoeden van) hoogbegaafdheid plus autisme. Wetenschappelijk Tijdschrift Autisme, 16 (1).
Activiteiten
Studietaak 7.2 uit Thema 7
Studietaak 8.1 en 8.2 uit Thema 8
Week 10
Literatuur (leerstof)
Tijdens deze week herhaal je de tentamenstof en bereid je het tentamen voor door de
oefententamens te maken.
Week 11
Tentamenweek
,Thema 1 : Angst en obsessieve-
compulsieve stoornissen
Opdracht 1.1.1
Pp 110-123
Deze problemen worden ook wel genoemd: “internaliserende stoornissen”.
Introduction to internalizing disorders
There is a question whether all internalising disorders (phobias, anxieties, obsessions, depression and mood disorders) are
really distinguishable in children. For example, they share common risk factors, they are highly co-occurring = best to think
of general disposition towards internalizing difficulties. There are cultural differences in developing a specific type of
anxiety, for example Hispanic children develop more separation anxiety & somatic symptoms.
Defining & classifying anxiety disorders
Fear = immediate/present threat and alarm reaction
Anxiety = future-oriented, elevated level of apprehension and lack of control .
Anxiety & fear are seen with tripartite model of reaction: overt behavioral response, cognitive response, physiological
response. They are common in children but when they are persistent, intense, interfere with functioning or
developmentally inappropriate they require clinical attention
Normal fears, worries and anxieties
Children exhibit a “surprisingly large number (?)” of fears, worries and anxieties. With age they can mask their emotions
better and parents may underestimate anxieties.
Especially in older children, girls can have more fears and more intense fears than boys (gender role expectations may
cause this). Declines with age and worry can become prominent around 7yo then become more complex. Particular ages:
6-9 months & strangers, 2yo and imaginary creatures, 4yo and the dark, older children: social fears & failures. Goes from
imaginary to physical safety and then social competence. These changes reflect development. Most common fears &
development with age seems cross-cultural.
Classification of anxiety disorders
How to define if it is uncomfortable, intense or long enough to need clinical attention?
-> DSM approach: includes several chapters such as Separation Anxiety, Specific Phobia, Social Anxiety, Selective mutism,
Panic, Agoraphobia, GAD. Will be defined further on but share apprehension and avoidant/anxiety reducing behaviors.
-> Empirical approach: based on statistical research, leads to several internalising syndromes such as “anxious/depressed
syndrome”, “somatic complaints” and “withdrawn/depressed”. There is no exact anxiety syndrome like in the DSM, which
suggests symptoms tend to occur together in children.
Epidemiology of anxiety disorders
The most common experienced by children & adolescents. Prevalence estimates vary from 2.5 to 12% and more. Likely to
meet criteria for more than one. They are also likely to have other problems and continue to meet criteria in adolescence
and young adulthood. Cultural & ethnic differences in how it is expressed.
Specific phobias
Excessive, cannot be reasoned away, beyond control, lead to avoidance and interfere with functioning.
The diagnosis requires the following 4:
Immediate anxiety response almost every time the person is exposed to stimulus
Avoid the situation or endure exposure with anxiety/distress
Fear is out of proportion to the risk
Persistent for 6 or more months
, Produce considerable distress or interfere with normal routine/academic functioning/social relationships. Can be
expressed in different ways: crying, tantrums, freezing or clinging.
Description: Try to avoid the situation they fear, with intense reactions like freeze or run to parents (behavioral),
catastrophic thoughts (cognitive) and physiological reactions (nausea, heart rate etc). They can change the lifestyle of the
whole family.
Epidemiology: up to 10%: most common. Usually more than one phobia and likely (50%) to have comorbidity in anxiety,
depression and somatoform disorders. The other way around 50% with an anxiety disorder also have a phobia.
Developmental course: contradictory studies but conclusion is that they begin in early to middle childhood and at least for
some people are likely to continue for a long time.
Social anxiety disorder
Diagnostic criteria:
Parallel to criteria for a phobia, but with social situations.
Main feature is persistent fear of acting in an embarrassing/humiliating way in social or performance situation.
Acknowledges that children may express anxiety other than adults.
For the diagnosis must be anxious of peers and not only of adults.
Interfere significantly with normal routine/academic functioning/social relationships
Duration if at least 6 months
Description: avoidance of social situations, even eating in public (behavioral), concerns about being embarrassed and very
self-critical (cognitive), common physiological symptoms (blushing, sweating, restlessness etc). Can lead to feelings of
loneliness, sadness, low self-worth
Selective mutism: do not speak in specific situations (where speaking is important), starts usually age 2-4. Typically shy,
withdrawn, clingy, or oppositional behavior. Can be an extreme of social anxiety and has genetic & environmental factors
(90-100% also have social anxiety).
Epidemiology: in 1-2% of children, 3-4% of adolescents, and lifetime prevalence of 9% in adolescents. In clinical populations
32% has a lifetime history with the disorder. Can be under recognized because affected children may minimise it to present
themselves better. Sex differences not clear. High comorbidity with: other anxiety disorders (84%), GAD, separation
anxiety, specific phobia…
Developmental course: in very young children fear of separation & strangers is common, but the self-consciousness of
social anxiety develops later (feel embarrassment at 4-5y, concern over perspective of others around 8yo). Then increases
with age, associated with social-cognitive maturity. In late childhood they get more situations with exposure to social
evaluations, and parents take less responsibility for their interactions. Expectations and self-awareness rise together.
In adolescence social anxieties are common, when is it abnormal? -> “almost invariably”, “marked distress”, “intense
anxiety” and “interferes significantly”. Normal is that about 51% of teens had at least one social fear.
Separation anxiety (SAD)
Diagnosis: 3 or more out of 8 symptoms for at least 4 weeks and significant distress or impairment in social, school or other
areas of functioning. The 8 symptoms include school refusal, concerns about separation, being alone, attachment figures,
worry of harm…Exceeds what is expected at that developmental level.
Description: may be clingy, fearful, have somatic symptoms, think of illness/tragedies, become apathetic, reluctant to leave
home or do activities. Can threating with self-harm but is usually viewed as means to avoid separation, not real intent.
Epidemiology: 3-12%, one of the most common anxiety disorders in children under 12. Often meet other criteria, for
example for GAD. No big ethnic/gender differences, some suggest is higher in girls and African American youth.
Developmental course: separation anxiety is normal in preschool years. The absence of this anxiety can even indicate
insecure attachment. SAD is only problematic when distress persists beyond expected age or is excessive. Most children
recover from SAD but a common development is depression. If present in adolescence it may present serious problems.
School refusal
De weeknummers worden verderop niet meer aangegeven.
In de samenvatting wordt het nummer van de Thema & Studietaak en naam van de bron aangegeven.
De theorie is in normale tekst, de vragen & antwoorden van YouLearn (bv casussen) staat ingekaderd.
Week 1
Literatuur (leerstof)
pp. 110-127 en pp. 132-135 uit: Israel, A. C., Weil Malatras, J., & Wicks-Nelson, R. & Israel, A.C.
(2021). Abnormal Child and Adolescent Psychology (9th edition). New York: Routledge.
Simon, E., & Butler, P. (2021). Hoe help je bange kinderen om meer te durven?
Activiteiten
Studietaak 1.1 en 1.2 uit Thema 1
Week 2
Literatuur (leerstof)
pp. 128-131 en pp. 139-154 uit: Israel, A. C., Weil Malatras, J., & Wicks-Nelson, R. & Israel, A.C.
(2021). Abnormal Child and Adolescent Psychology (9th edition). New York: Routledge.
Activiteiten
Studietaak 1.3 uit Thema 1
Studietaak 2.1 en 2.2 uit Thema 2
Week 3
Literatuur (leerstof)
pp. 155-189 uit: Israel, A. C., Weil Malatras, J., & Wicks-Nelson, R. & Israel, A.C. (2021). Abnormal
Child and Adolescent Psychology (9th edition). New York: Routledge.
Activiteiten
Studietaak 3.1 en 3.2 uit Thema 3
Week 4
Literatuur (leerstof)
Eccles, A.M., Qualter, P., Panayiotou, M., Hurley, R., Boivin, M., & Tremblay, R.E. (2020). Trajectories
of early adolescent loniliness: Implications for physical health and sleep. Journal of Child and Families
Studies.
pp. 190-214 en 219-227, pp. 373-379 uit: Israel, A. C., Weil Malatras, J., & Wicks-Nelson, R. & Israel,
A.C. (2021). Abnormal Child and Adolescent Psychology (9th edition). New York: Routledge.
Activiteiten
Studietaak 3.3 uit Thema 3
Studietaak 4.1 uit Thema 4
Week 5
Literatuur (leerstof)
pp.214-219 en pp. 229-252 uit: Israel, A. C., Weil Malatras, J., & Wicks-Nelson, R. & Israel, A.C.
(2021). Abnormal Child and Adolescent Psychology (9th edition). New York: Routledge.
Van Rooij, A.J., & Boonen, H. (2017). Gameverslaving & Diagnostiek. In G. Bosmans, P. Bijttebier, I.
Noens, & L. Claes (Eds.). Handboek diagnostiek kinderen, jongeren, en gezinnen (pp. 323-342). Den
Haag / Leuven: Acco.
Activiteiten
Studietaak 4.2 en 4.3 uit Thema 4
Studietaak 5.1 uit Thema 5
Week 6
Literatuur (leerstof)
, pp. 252-263 en pp. 265-287 uit: Israel, A. C., Weil Malatras, J., & Wicks-Nelson, R. & Israel, A.C.
(2021). Abnormal Child and Adolescent Psychology (9th edition). New York: Routledge.
Activiteiten
Studietaak 5.2 uit Thema 5
Studietaak 6.1 uit Thema 6
Week 7
Literatuur (leerstof)
pp. 287-295 uit: Israel, A. C., Weil Malatras, J., & Wicks-Nelson, R. & Israel, A.C. (2021). Abnormal
Child and Adolescent Psychology (9th edition). New York: Routledge.
pp. 7-24 uit: SDN, De Jong, P.F., De Bree, E.H., Henneman, K., Kleijnen, R., Loykens, E. H. M., Rolak, M.,
Struiksma, A. J. C., Verhoeven, L., & Wijnen, F. N. K. (2016). Dyslexie: diagnostyiek en behandeling.
Brochure van de Stichting Dyslexie Nederland.
Activiteiten
Studietaak 6.2 uit Thema 6
Week 8
Literatuur (leerstof)
pp. 332-347 uit: Israel, A. C., Weil Malatras, J., & Wicks-Nelson, R. & Israel, A.C. (2021). Abnormal
Child and Adolescent Psychology (9th edition). New York: Routledge.
Overweg, J., Hartman, C. A., & Hendriks, P. (2019). Taalbegrip en theory of mind bij kinderen met
autisme. Neuropraxis, 23, 107-112.
Activiteiten
Studietaak 7.1 uit Thema 7
Week 9
Literatuur (leerstof)
pp. 347-356 en pp. 382-398 uit: Israel, A. C., Weil Malatras, J., & Wicks-Nelson, R. & Israel, A.C.
(2021). Abnormal Child and Adolescent Psychology (9th edition). New York: Routledge.
pp. 51-52 en 60 uit: Burger-Veltmeijer, A., & Minnaert, A. (2017). Sterkte- en zwaktediagnostiek bij
(het vermoeden van) hoogbegaafdheid plus autisme. Wetenschappelijk Tijdschrift Autisme, 16 (1).
Activiteiten
Studietaak 7.2 uit Thema 7
Studietaak 8.1 en 8.2 uit Thema 8
Week 10
Literatuur (leerstof)
Tijdens deze week herhaal je de tentamenstof en bereid je het tentamen voor door de
oefententamens te maken.
Week 11
Tentamenweek
,Thema 1 : Angst en obsessieve-
compulsieve stoornissen
Opdracht 1.1.1
Pp 110-123
Deze problemen worden ook wel genoemd: “internaliserende stoornissen”.
Introduction to internalizing disorders
There is a question whether all internalising disorders (phobias, anxieties, obsessions, depression and mood disorders) are
really distinguishable in children. For example, they share common risk factors, they are highly co-occurring = best to think
of general disposition towards internalizing difficulties. There are cultural differences in developing a specific type of
anxiety, for example Hispanic children develop more separation anxiety & somatic symptoms.
Defining & classifying anxiety disorders
Fear = immediate/present threat and alarm reaction
Anxiety = future-oriented, elevated level of apprehension and lack of control .
Anxiety & fear are seen with tripartite model of reaction: overt behavioral response, cognitive response, physiological
response. They are common in children but when they are persistent, intense, interfere with functioning or
developmentally inappropriate they require clinical attention
Normal fears, worries and anxieties
Children exhibit a “surprisingly large number (?)” of fears, worries and anxieties. With age they can mask their emotions
better and parents may underestimate anxieties.
Especially in older children, girls can have more fears and more intense fears than boys (gender role expectations may
cause this). Declines with age and worry can become prominent around 7yo then become more complex. Particular ages:
6-9 months & strangers, 2yo and imaginary creatures, 4yo and the dark, older children: social fears & failures. Goes from
imaginary to physical safety and then social competence. These changes reflect development. Most common fears &
development with age seems cross-cultural.
Classification of anxiety disorders
How to define if it is uncomfortable, intense or long enough to need clinical attention?
-> DSM approach: includes several chapters such as Separation Anxiety, Specific Phobia, Social Anxiety, Selective mutism,
Panic, Agoraphobia, GAD. Will be defined further on but share apprehension and avoidant/anxiety reducing behaviors.
-> Empirical approach: based on statistical research, leads to several internalising syndromes such as “anxious/depressed
syndrome”, “somatic complaints” and “withdrawn/depressed”. There is no exact anxiety syndrome like in the DSM, which
suggests symptoms tend to occur together in children.
Epidemiology of anxiety disorders
The most common experienced by children & adolescents. Prevalence estimates vary from 2.5 to 12% and more. Likely to
meet criteria for more than one. They are also likely to have other problems and continue to meet criteria in adolescence
and young adulthood. Cultural & ethnic differences in how it is expressed.
Specific phobias
Excessive, cannot be reasoned away, beyond control, lead to avoidance and interfere with functioning.
The diagnosis requires the following 4:
Immediate anxiety response almost every time the person is exposed to stimulus
Avoid the situation or endure exposure with anxiety/distress
Fear is out of proportion to the risk
Persistent for 6 or more months
, Produce considerable distress or interfere with normal routine/academic functioning/social relationships. Can be
expressed in different ways: crying, tantrums, freezing or clinging.
Description: Try to avoid the situation they fear, with intense reactions like freeze or run to parents (behavioral),
catastrophic thoughts (cognitive) and physiological reactions (nausea, heart rate etc). They can change the lifestyle of the
whole family.
Epidemiology: up to 10%: most common. Usually more than one phobia and likely (50%) to have comorbidity in anxiety,
depression and somatoform disorders. The other way around 50% with an anxiety disorder also have a phobia.
Developmental course: contradictory studies but conclusion is that they begin in early to middle childhood and at least for
some people are likely to continue for a long time.
Social anxiety disorder
Diagnostic criteria:
Parallel to criteria for a phobia, but with social situations.
Main feature is persistent fear of acting in an embarrassing/humiliating way in social or performance situation.
Acknowledges that children may express anxiety other than adults.
For the diagnosis must be anxious of peers and not only of adults.
Interfere significantly with normal routine/academic functioning/social relationships
Duration if at least 6 months
Description: avoidance of social situations, even eating in public (behavioral), concerns about being embarrassed and very
self-critical (cognitive), common physiological symptoms (blushing, sweating, restlessness etc). Can lead to feelings of
loneliness, sadness, low self-worth
Selective mutism: do not speak in specific situations (where speaking is important), starts usually age 2-4. Typically shy,
withdrawn, clingy, or oppositional behavior. Can be an extreme of social anxiety and has genetic & environmental factors
(90-100% also have social anxiety).
Epidemiology: in 1-2% of children, 3-4% of adolescents, and lifetime prevalence of 9% in adolescents. In clinical populations
32% has a lifetime history with the disorder. Can be under recognized because affected children may minimise it to present
themselves better. Sex differences not clear. High comorbidity with: other anxiety disorders (84%), GAD, separation
anxiety, specific phobia…
Developmental course: in very young children fear of separation & strangers is common, but the self-consciousness of
social anxiety develops later (feel embarrassment at 4-5y, concern over perspective of others around 8yo). Then increases
with age, associated with social-cognitive maturity. In late childhood they get more situations with exposure to social
evaluations, and parents take less responsibility for their interactions. Expectations and self-awareness rise together.
In adolescence social anxieties are common, when is it abnormal? -> “almost invariably”, “marked distress”, “intense
anxiety” and “interferes significantly”. Normal is that about 51% of teens had at least one social fear.
Separation anxiety (SAD)
Diagnosis: 3 or more out of 8 symptoms for at least 4 weeks and significant distress or impairment in social, school or other
areas of functioning. The 8 symptoms include school refusal, concerns about separation, being alone, attachment figures,
worry of harm…Exceeds what is expected at that developmental level.
Description: may be clingy, fearful, have somatic symptoms, think of illness/tragedies, become apathetic, reluctant to leave
home or do activities. Can threating with self-harm but is usually viewed as means to avoid separation, not real intent.
Epidemiology: 3-12%, one of the most common anxiety disorders in children under 12. Often meet other criteria, for
example for GAD. No big ethnic/gender differences, some suggest is higher in girls and African American youth.
Developmental course: separation anxiety is normal in preschool years. The absence of this anxiety can even indicate
insecure attachment. SAD is only problematic when distress persists beyond expected age or is excessive. Most children
recover from SAD but a common development is depression. If present in adolescence it may present serious problems.
School refusal
