Developmental psychopathology:
Exam 1 materials:
Literature
- Ch. 1-5 -> alleen nog 5!
- Ch. 11 (Anxiety) & Ch. 12 (Depression)
- Ch. 7 (Autism) & 9 (ADHD)
Lectures
- DP Fundamentals I & II (Bill Hale)
- Anxiety (Denise Boden)
- Depression (Denise Boden)
Developmental psychopathology fundamentals 1 Bill Hale
Developmental Psychopathology: is the study of normal development (in children and adolescents)
that “has gone awry” (gone the wrong way). It is this abnormal development (“gone awry”) that lead
to psychopathological problems in children and adolescents. In other words, problem behaviours for
both the youth and his/her environment.
Defining and identifying
What is abnormal behaviour?
- Not just atypical but can be also harmful (either externally to other or internally to ones self).
- Developmentally inappropriate (doesn’t fit in the time description in a child’s life).
- Need to consider a variety of variables: age, situation/context, gender, culture (ethnicity or
race).
- Parents and professionals may differ on their views of a child and what is considered
inappropriate.
- Society has changing views of abnormality.
Developmental Psychopathology Perspective
Abnormal development is multiply determined:
- One must look beyond current symptoms.
- Consider developmental pathways and interacting events.
Children and environments are interdependent - transactional view:
- Both children and the environment as active contributors to adaptive and maladaptive
behaviour. Behaviour can be adaptive in one situation and maladaptive in another situation.
Abnormal development involves continuities and discontinuities
- Continuity - developmental changes are gradual and quantitative; predictive of future
behaviour patterns.
- Discontinuity - developmental changes are abrupt and qualitative; not predictive of future
behaviour patterns.
Behavioral indicators of abnormal behavior:
,How Common Are Problems?
- 5.4% to 35.5% of youth aged 4-18 have problems.
- 15-20% have “clinic levels” of disorder symptomology.
- According to the APA: 10% of youth have serious problems and 10% have mild or moderate
problems.
- Infants and toddlers are also at risk.
- Many do not receive help (making it harder to estimate).
The impact of gender: Timing (first occurance), severity, expression (‘’expected behavior’’ socital
norms) and concerns about gender bias exist.
Externalizing problems decrease throughout the years and internalizing problems increase
throughout the years.
Historical Influences:
Early explanations of psychopathology:
Adult-focused (not focused on children).
Demonology (“Possession”).
Somatogenesis (“Bodily imbalances, black bial”)
Strong focus on a single cause
, Nineteenth century
Classification—Kraepelin.
Some childhood disorders identified.
Mental retardation received attention.
Progress made on conceptualization of etiology
Historical Influential Theories:
Sigmund Freud & Psychoanalytic theory: His psychosexual theory of development was one
of the first developmental stage theories. You have to finish one stage of life in order to
move on to the next.
Behaviorism: Behaviour is learned—caused by interactions with the environment (e.g.,
Skinner).
Social Learning Theory: the idea that learned behaviour also comes from observations of
one’s environment (cognitive model).
Perspective and Theory
Perspective: View, approach, cognitive set
Paradigm: Perspective shared by investigators: assumptions and concepts, methods for
evaluation
Theories of psychopathology: Micro (very specific) and Macro (more on society level)
Models:
Interactional:
- Variables interrelate to produce an outcome
- E.g., Vulnerability stress model (a predisposition)
Transactional/Systems:
- Ongoing, reciprocal transactions of environment and person
- E.g., Gottlieb’s biopsychosocial model
- Environment variables can be close (“proximal”) or distant (distal).
So what does Developmental Psychopathology exactly study?
- DPP studies the origins and developmental course of disordered behaviour.
- DPP also studies adaptation and success.
- DPP is the integration of various theories.
Causal Factors
- Direct cause: Variable X leads straight to outcome.
- Indirect Variable: Variable X influences other variables that in turn lead to outcome.
- Mediating factors: Explain the relationship between variables.
- Moderating factors: Presence or absence of a factor influences the relationship between variables.
, Types of Causal Factors
Necessary cause - must be present for disorder to occur.
Sufficient cause - can be responsible alone.
Contributing cause - not always necessary nor sufficient for cause itself
Continuity of DPP symptomology
Homotypic continuity: stable expression of symptoms
Heterotypic continuity: Symptom expression change with development, worries change
after gaining a world view.
Cumulative continuity: Child in an environment that perpetuates maladaptive style (living in
a poor environment).
Exam 1 materials:
Literature
- Ch. 1-5 -> alleen nog 5!
- Ch. 11 (Anxiety) & Ch. 12 (Depression)
- Ch. 7 (Autism) & 9 (ADHD)
Lectures
- DP Fundamentals I & II (Bill Hale)
- Anxiety (Denise Boden)
- Depression (Denise Boden)
Developmental psychopathology fundamentals 1 Bill Hale
Developmental Psychopathology: is the study of normal development (in children and adolescents)
that “has gone awry” (gone the wrong way). It is this abnormal development (“gone awry”) that lead
to psychopathological problems in children and adolescents. In other words, problem behaviours for
both the youth and his/her environment.
Defining and identifying
What is abnormal behaviour?
- Not just atypical but can be also harmful (either externally to other or internally to ones self).
- Developmentally inappropriate (doesn’t fit in the time description in a child’s life).
- Need to consider a variety of variables: age, situation/context, gender, culture (ethnicity or
race).
- Parents and professionals may differ on their views of a child and what is considered
inappropriate.
- Society has changing views of abnormality.
Developmental Psychopathology Perspective
Abnormal development is multiply determined:
- One must look beyond current symptoms.
- Consider developmental pathways and interacting events.
Children and environments are interdependent - transactional view:
- Both children and the environment as active contributors to adaptive and maladaptive
behaviour. Behaviour can be adaptive in one situation and maladaptive in another situation.
Abnormal development involves continuities and discontinuities
- Continuity - developmental changes are gradual and quantitative; predictive of future
behaviour patterns.
- Discontinuity - developmental changes are abrupt and qualitative; not predictive of future
behaviour patterns.
Behavioral indicators of abnormal behavior:
,How Common Are Problems?
- 5.4% to 35.5% of youth aged 4-18 have problems.
- 15-20% have “clinic levels” of disorder symptomology.
- According to the APA: 10% of youth have serious problems and 10% have mild or moderate
problems.
- Infants and toddlers are also at risk.
- Many do not receive help (making it harder to estimate).
The impact of gender: Timing (first occurance), severity, expression (‘’expected behavior’’ socital
norms) and concerns about gender bias exist.
Externalizing problems decrease throughout the years and internalizing problems increase
throughout the years.
Historical Influences:
Early explanations of psychopathology:
Adult-focused (not focused on children).
Demonology (“Possession”).
Somatogenesis (“Bodily imbalances, black bial”)
Strong focus on a single cause
, Nineteenth century
Classification—Kraepelin.
Some childhood disorders identified.
Mental retardation received attention.
Progress made on conceptualization of etiology
Historical Influential Theories:
Sigmund Freud & Psychoanalytic theory: His psychosexual theory of development was one
of the first developmental stage theories. You have to finish one stage of life in order to
move on to the next.
Behaviorism: Behaviour is learned—caused by interactions with the environment (e.g.,
Skinner).
Social Learning Theory: the idea that learned behaviour also comes from observations of
one’s environment (cognitive model).
Perspective and Theory
Perspective: View, approach, cognitive set
Paradigm: Perspective shared by investigators: assumptions and concepts, methods for
evaluation
Theories of psychopathology: Micro (very specific) and Macro (more on society level)
Models:
Interactional:
- Variables interrelate to produce an outcome
- E.g., Vulnerability stress model (a predisposition)
Transactional/Systems:
- Ongoing, reciprocal transactions of environment and person
- E.g., Gottlieb’s biopsychosocial model
- Environment variables can be close (“proximal”) or distant (distal).
So what does Developmental Psychopathology exactly study?
- DPP studies the origins and developmental course of disordered behaviour.
- DPP also studies adaptation and success.
- DPP is the integration of various theories.
Causal Factors
- Direct cause: Variable X leads straight to outcome.
- Indirect Variable: Variable X influences other variables that in turn lead to outcome.
- Mediating factors: Explain the relationship between variables.
- Moderating factors: Presence or absence of a factor influences the relationship between variables.
, Types of Causal Factors
Necessary cause - must be present for disorder to occur.
Sufficient cause - can be responsible alone.
Contributing cause - not always necessary nor sufficient for cause itself
Continuity of DPP symptomology
Homotypic continuity: stable expression of symptoms
Heterotypic continuity: Symptom expression change with development, worries change
after gaining a world view.
Cumulative continuity: Child in an environment that perpetuates maladaptive style (living in
a poor environment).
