Developmental Psychopathology
Blok 1, BA2
Table of Contents
Lecture 1: Fundamentals...............................................................2
Literature..........................................................................................10
Chapter 1....................................................................................................................... 10
Chapter 3....................................................................................................................... 10
Chapter 5....................................................................................................................... 11
Lecture 2: ADHD and autism........................................................15
Literature..........................................................................................19
Podcast ADHD & addiction.............................................................................................19
Chapter 7....................................................................................................................... 19
Chapter 9....................................................................................................................... 25
Lecture 3: intellectual disabilities................................................29
Literature..........................................................................................32
Chapter 6....................................................................................................................... 32
Lecture 4: Eating disorders.........................................................37
Literature..........................................................................................41
Chapter 13..................................................................................................................... 41
Lecture 5: Anxiety and depression...............................................44
Literature..........................................................................................53
Chapter 11..................................................................................................................... 53
Chapter 12..................................................................................................................... 58
Lecture 6: Developmental Language Disorder...............................64
Lecture 7: Trauma....................................................................... 68
Literature..........................................................................................74
Chapter 8....................................................................................................................... 74
Lecture 8: Substance use............................................................82
Literature..........................................................................................86
Chapter 14..................................................................................................................... 86
Lecture 9: Dyslexia and dyscalculia..............................................91
Literature..........................................................................................97
Chapter 6....................................................................................................................... 99
Lecture 10: Disruptive behavior disorders..................................100
, Literature........................................................................................107
Chapter 10................................................................................................................... 107
Lecture 1: Fundamentals
1. What is Developmental Psychopathology?
Psychopathology = intense, frequent, and/or persistent maladaptive
patterns of emotion, cognition, and behavior.
Developmental psychopathology = these maladaptive patterns are
understood in the context of typical development and can lead to current and
future impairment in infants, children, and adolescents.
Key Principles
Problems arise within developmental processes as the child grows.
Must consider:
1. Dynamic view of children’s strengths and weaknesses while facing age-
related challenges.
2. Beliefs about desirable vs. undesirable outcomes (individual, familial,
cultural, societal).
Age related issues of development:
Defining Typical vs. Atypical Development
Statistical deviance (distance from the average) → problem: unclear
cutoffs, high/low extremes, which side of the spectrum is concerning?
o Sociocultural norms (group values) → challenge: group values are
not universal truths
, o Mental health definitions → experts vary, influenced by biases,
context, and cultural norms.
2. How Does It Emerge?
Disorders in Development
Delay = not yet developing a skill at the expected age.
Dysfunction = having the skill but not using it adaptively (e.g., aggression in
adolescence).
As a process: Adjustment vs. maladjustment are points along a lifelong
developmental map.
Developmental Pathways
Multifinality → same starting point, many
possible outcomes (e.g., maltreatment →
different disorders).
Equifinality → different starting points, same
outcome (e.g., genetic, family, environment
factors → depression).
Principles:
1. Change is possible at many points.
2. Timing and context matter.
3. Prior adaptations constrain or enable
later change.
Continuity and Stability
Continuity = average levels in population.
Stability = rank ordering of individuals.
Three profiles:
1. Continuity + stability
2. Discontinuity + stability
3. Discontinuity + instability
Types of continuity:
Homotypic = same symptoms across time.
Heterotypic = symptoms change with
development.
, Cumulative = maladaptive style reinforced by environment.
Coherence = early beginnings may be logically linked to later outcomes if we
evaluate what promotes stability and change.
Risk and Resilience
Risk Factors = individual, family, or social characteristics that increase
vulnerability (a risk factor for one disorder can be a protective factor for another;
and strength-based approach: kids in high-risk environments are ‘stress-adapted’
Levels:
o Individual (child-focused)
o Family (caretaking environment)
o Sociocultural (peers, school, SES, ethnicity, culture)
Types:
o Nonspecific → increases risk for many disorders (e.g., poverty,
maternal psychopathology).
o Specific → increases risk for one disorder (e.g., distorted body image
→ eating disorder).
o A factor can be both nonspecific and specific.
Age matters (e.g., parental conflict at age 6 vs. 20).
Differential impact → high risk levels may override resilience factors;
environmental risks can override resilience factors depending on resources
and exposure.
Resilience factors = positive adaptation despite adversity.
Types:
o Promotive → for positive youth development benefits all children,
regardless of risk.
o Protective → from risk e.g., social support).
Patterns of protective factors:
1. Reduce impact of risk.
2. Break negative chain reactions.
3. Build self-esteem and efficacy.
4. Open growth opportunities.
Blok 1, BA2
Table of Contents
Lecture 1: Fundamentals...............................................................2
Literature..........................................................................................10
Chapter 1....................................................................................................................... 10
Chapter 3....................................................................................................................... 10
Chapter 5....................................................................................................................... 11
Lecture 2: ADHD and autism........................................................15
Literature..........................................................................................19
Podcast ADHD & addiction.............................................................................................19
Chapter 7....................................................................................................................... 19
Chapter 9....................................................................................................................... 25
Lecture 3: intellectual disabilities................................................29
Literature..........................................................................................32
Chapter 6....................................................................................................................... 32
Lecture 4: Eating disorders.........................................................37
Literature..........................................................................................41
Chapter 13..................................................................................................................... 41
Lecture 5: Anxiety and depression...............................................44
Literature..........................................................................................53
Chapter 11..................................................................................................................... 53
Chapter 12..................................................................................................................... 58
Lecture 6: Developmental Language Disorder...............................64
Lecture 7: Trauma....................................................................... 68
Literature..........................................................................................74
Chapter 8....................................................................................................................... 74
Lecture 8: Substance use............................................................82
Literature..........................................................................................86
Chapter 14..................................................................................................................... 86
Lecture 9: Dyslexia and dyscalculia..............................................91
Literature..........................................................................................97
Chapter 6....................................................................................................................... 99
Lecture 10: Disruptive behavior disorders..................................100
, Literature........................................................................................107
Chapter 10................................................................................................................... 107
Lecture 1: Fundamentals
1. What is Developmental Psychopathology?
Psychopathology = intense, frequent, and/or persistent maladaptive
patterns of emotion, cognition, and behavior.
Developmental psychopathology = these maladaptive patterns are
understood in the context of typical development and can lead to current and
future impairment in infants, children, and adolescents.
Key Principles
Problems arise within developmental processes as the child grows.
Must consider:
1. Dynamic view of children’s strengths and weaknesses while facing age-
related challenges.
2. Beliefs about desirable vs. undesirable outcomes (individual, familial,
cultural, societal).
Age related issues of development:
Defining Typical vs. Atypical Development
Statistical deviance (distance from the average) → problem: unclear
cutoffs, high/low extremes, which side of the spectrum is concerning?
o Sociocultural norms (group values) → challenge: group values are
not universal truths
, o Mental health definitions → experts vary, influenced by biases,
context, and cultural norms.
2. How Does It Emerge?
Disorders in Development
Delay = not yet developing a skill at the expected age.
Dysfunction = having the skill but not using it adaptively (e.g., aggression in
adolescence).
As a process: Adjustment vs. maladjustment are points along a lifelong
developmental map.
Developmental Pathways
Multifinality → same starting point, many
possible outcomes (e.g., maltreatment →
different disorders).
Equifinality → different starting points, same
outcome (e.g., genetic, family, environment
factors → depression).
Principles:
1. Change is possible at many points.
2. Timing and context matter.
3. Prior adaptations constrain or enable
later change.
Continuity and Stability
Continuity = average levels in population.
Stability = rank ordering of individuals.
Three profiles:
1. Continuity + stability
2. Discontinuity + stability
3. Discontinuity + instability
Types of continuity:
Homotypic = same symptoms across time.
Heterotypic = symptoms change with
development.
, Cumulative = maladaptive style reinforced by environment.
Coherence = early beginnings may be logically linked to later outcomes if we
evaluate what promotes stability and change.
Risk and Resilience
Risk Factors = individual, family, or social characteristics that increase
vulnerability (a risk factor for one disorder can be a protective factor for another;
and strength-based approach: kids in high-risk environments are ‘stress-adapted’
Levels:
o Individual (child-focused)
o Family (caretaking environment)
o Sociocultural (peers, school, SES, ethnicity, culture)
Types:
o Nonspecific → increases risk for many disorders (e.g., poverty,
maternal psychopathology).
o Specific → increases risk for one disorder (e.g., distorted body image
→ eating disorder).
o A factor can be both nonspecific and specific.
Age matters (e.g., parental conflict at age 6 vs. 20).
Differential impact → high risk levels may override resilience factors;
environmental risks can override resilience factors depending on resources
and exposure.
Resilience factors = positive adaptation despite adversity.
Types:
o Promotive → for positive youth development benefits all children,
regardless of risk.
o Protective → from risk e.g., social support).
Patterns of protective factors:
1. Reduce impact of risk.
2. Break negative chain reactions.
3. Build self-esteem and efficacy.
4. Open growth opportunities.
