Chapter 2
Factors/considerations (shows the inner world of the person):
- Biological influences
Early developments about the history of child-rearing/genes.
- Emotional influences
Like expression, reaction, thinking of affects the symptoms. Find ways of self-regulate by
caregivers.
- Behavioral and cognitive influences
Changes aspects in the environment, persons interpretation of events.
- Family, cultural and ethnic influences
Like relationship with the parents (current and past), teachers, peers and family. Children
need a sensitive parenting style to develop self-control. Norms and standards.
Children need a basic quality of life that includes the necessities.
Theoretical foundations:
Studying normal behavior development informs our theories of abnormal development and vice
versa.
Etiology: study of the causes of childhood disorders considers psychological, biological and
environmental processes.
Development psychology: emphasizes the role of developmental processes, the importance of
context and interactive events in shaping adaptive and understand maladaptive development.
Theory research and practice in abnormal child pathology all require and understanding of the
underlying work. Prominent assumptions:
1. Abnormal development is multiply determined. Have to look beyond children’s current
symptoms and consider developmental pathways and interacting events that overtime
contribute to the expression of a particular disorder.
2. Child and environment are independent (how they influence each other). Child and
environment, how do nature and nurture work together, and are interconnected.\
Transaction: how child and environment respond on one another and consumes on the
symptoms of the disorder.
3. Abnormal development involves continuities (gelijdelijk) and discontinuities (abrupt).
4. Changes typical and atypical.
developmental cascades: the process by which a child’s previous experiences and
interactions may spread across other systems and alter his or her course of development.
You need to be familiar with theories and conceptual models contributes important insights.
Developmental considerations:
Adoptional failure: is the failure or master or progress in accomplishing developmental milestones.
Organization of development: early patterns of adaptation, evolve with structure over time and
transform into higher-order functions (speech sounds, before speaking language) active, dynamic
process of continual change and transformation environment is important.
Sensitive periods: windows of time during which environmental influences on development are
enhances opportunities to learn.
, Biological perspectives:
Brain functions undergo continual changes, described as neural plasticity as they adapt to
environmental demands.
Neural plasticity (malleability): the brain’s anatomical differentiation is use-dependent. Natures
provides the basic processes and nurture provides the experiences needed to select the adaptive
network of connections.
The first experiments are important for forming the brain >4 years.
Perceptual, instinctive centers, such as limbic system are strongly affected by early childhood
experiences foundation further development.
Prefrontasl cortex (planning and decision making) and cerebellum (ski9lls center) are not rewired
until a person is max. 7 years.
Restructuring of the brain, 9-11 years, in relation with pubertal development. Brain keeps changing
throughout your life. Some close when others open.
Genetic contributors:
22 matched genes + gender gene (1). Positive environment (can turn genes off and on) can help a
child with the developing disorder to beat it. Despite the genes.
1. The nature of the genes:
Epigenetic: biological underlying changes to genetic structure resulting from environmental
factors like toxins, diet, stress, and more.
Gene-environment interaction (GxE): complex interplay of nature and nurture to account for
genetic and environmental influences and their timing.
2. Behavioral genetics:
A branch of genetics that investigates possible connections between a genetic predisposition
(genetische aanleg) and observed behavior.
3. Molecular genetics:
More direct support for genetic influences on DPP. Method that directly assesses the
association between variations in DNA sequences and variations in particular traits.
Neurobiological contributors (brain parts functions) two parts:
- Brain stem contains automatic functions to stay alive. The midbrain coordinates movements
with sensory imput RAS (reticular activating system) processes arousal and tension.
Diencephalon controls behavior and emotion.
- Limbic (forebrain) regulates emotional experiences and expressions and play a significant
role in learning and impulse control also regulates the basic drives sex, aggression, hunger
and thirst. Basil ganglia filters information and motor function (ADHD or OCD). The cerebral
cortex allows us to plan, reason and create.
o Left hemisphere verbal and cognitive processes.
o Right hemisphere better at social perception and creativity.
- Frontal lobes (early adulthood) contains reasoning abilities and memory relate with the
people around us.
Endocrine system: linked to anxiety and mood disorders. Produces a hormone (in bijnier).
Epinephrine (adrenaline): response to stress.
Thyroid: produces thyroxine (in de schildklier) energy to grow, linked to eating disorders
Pituitary: regulation hormones, estrogen and testosterone ( health and stress disorders) closely
related to the immune system.
Factors/considerations (shows the inner world of the person):
- Biological influences
Early developments about the history of child-rearing/genes.
- Emotional influences
Like expression, reaction, thinking of affects the symptoms. Find ways of self-regulate by
caregivers.
- Behavioral and cognitive influences
Changes aspects in the environment, persons interpretation of events.
- Family, cultural and ethnic influences
Like relationship with the parents (current and past), teachers, peers and family. Children
need a sensitive parenting style to develop self-control. Norms and standards.
Children need a basic quality of life that includes the necessities.
Theoretical foundations:
Studying normal behavior development informs our theories of abnormal development and vice
versa.
Etiology: study of the causes of childhood disorders considers psychological, biological and
environmental processes.
Development psychology: emphasizes the role of developmental processes, the importance of
context and interactive events in shaping adaptive and understand maladaptive development.
Theory research and practice in abnormal child pathology all require and understanding of the
underlying work. Prominent assumptions:
1. Abnormal development is multiply determined. Have to look beyond children’s current
symptoms and consider developmental pathways and interacting events that overtime
contribute to the expression of a particular disorder.
2. Child and environment are independent (how they influence each other). Child and
environment, how do nature and nurture work together, and are interconnected.\
Transaction: how child and environment respond on one another and consumes on the
symptoms of the disorder.
3. Abnormal development involves continuities (gelijdelijk) and discontinuities (abrupt).
4. Changes typical and atypical.
developmental cascades: the process by which a child’s previous experiences and
interactions may spread across other systems and alter his or her course of development.
You need to be familiar with theories and conceptual models contributes important insights.
Developmental considerations:
Adoptional failure: is the failure or master or progress in accomplishing developmental milestones.
Organization of development: early patterns of adaptation, evolve with structure over time and
transform into higher-order functions (speech sounds, before speaking language) active, dynamic
process of continual change and transformation environment is important.
Sensitive periods: windows of time during which environmental influences on development are
enhances opportunities to learn.
, Biological perspectives:
Brain functions undergo continual changes, described as neural plasticity as they adapt to
environmental demands.
Neural plasticity (malleability): the brain’s anatomical differentiation is use-dependent. Natures
provides the basic processes and nurture provides the experiences needed to select the adaptive
network of connections.
The first experiments are important for forming the brain >4 years.
Perceptual, instinctive centers, such as limbic system are strongly affected by early childhood
experiences foundation further development.
Prefrontasl cortex (planning and decision making) and cerebellum (ski9lls center) are not rewired
until a person is max. 7 years.
Restructuring of the brain, 9-11 years, in relation with pubertal development. Brain keeps changing
throughout your life. Some close when others open.
Genetic contributors:
22 matched genes + gender gene (1). Positive environment (can turn genes off and on) can help a
child with the developing disorder to beat it. Despite the genes.
1. The nature of the genes:
Epigenetic: biological underlying changes to genetic structure resulting from environmental
factors like toxins, diet, stress, and more.
Gene-environment interaction (GxE): complex interplay of nature and nurture to account for
genetic and environmental influences and their timing.
2. Behavioral genetics:
A branch of genetics that investigates possible connections between a genetic predisposition
(genetische aanleg) and observed behavior.
3. Molecular genetics:
More direct support for genetic influences on DPP. Method that directly assesses the
association between variations in DNA sequences and variations in particular traits.
Neurobiological contributors (brain parts functions) two parts:
- Brain stem contains automatic functions to stay alive. The midbrain coordinates movements
with sensory imput RAS (reticular activating system) processes arousal and tension.
Diencephalon controls behavior and emotion.
- Limbic (forebrain) regulates emotional experiences and expressions and play a significant
role in learning and impulse control also regulates the basic drives sex, aggression, hunger
and thirst. Basil ganglia filters information and motor function (ADHD or OCD). The cerebral
cortex allows us to plan, reason and create.
o Left hemisphere verbal and cognitive processes.
o Right hemisphere better at social perception and creativity.
- Frontal lobes (early adulthood) contains reasoning abilities and memory relate with the
people around us.
Endocrine system: linked to anxiety and mood disorders. Produces a hormone (in bijnier).
Epinephrine (adrenaline): response to stress.
Thyroid: produces thyroxine (in de schildklier) energy to grow, linked to eating disorders
Pituitary: regulation hormones, estrogen and testosterone ( health and stress disorders) closely
related to the immune system.
