Abnormal Child Psychology
Chapter 1:
A psychological disorder traditionally has been defined as a pattern of behavioural, cognitive,
emotional, or physical symptoms shown by an individual. Such pattern is associated with one or
more of the following three prominent features: (Three primary features of psychological disorders)
The person shows some degree of distress, such as fear or sadness.
His or her behaviour indicates some degree of disability, such as impairment that
substantially interferes with or limits activity in one or more important areas of functioning,
including physical, emotional, cognitive, and behavioural areas.
Such distress and disability increase the risk of further suffering or harm, such as death, pain,
disability, or important loss of freedom.
This definition of psychological disorder excludes circumstances in which such reactions are
expected and appropriate as defined by one’s cultural background. These three primary features
only describe what a person does or does not do in certain circumstances. The features do not
attempt to attribute causes or reasons for abnormal behaviour to the individual alone.
Problems shown by some children may be a result of their attempts to adapt to abnormal or unusual
circumstances.
Competence = The ability to successfully adapt in the environment.
Development competence is reflected in the child’s ability to use internal and external resources to
achieve a successful adaptation. Successful adaptation varies across culture and ethnicity, so it is
important that the traditions, beliefs, languages, and value systems of a particular culture be taken
into account when defining a child’s competence.
Judgments of deviancy also require knowledge of:
Child’s performance relative to that of same-age peers
The child’s course of development
Cultural context
Development pathway refers to the sequence and timing of particular behaviours and possible
relationships over time. The concept allows us to visualize development as an active, dynamic
process that can account for very different beginnings and outcomes.
Multifinality = the concept that various outcomes may stem from similar beginnings.
Equifinality = the concept that similar outcomes stem from different early experiences and
developmental pathways.
Risk factor = a variable that precedes a negative outcome of interest and increases the chances that
the outcome will occur.
Protective factor = a personal or situational variable that reduces the chances for a child to develop
a disorder.
Resilience = the capacity to recover quickly from difficulties.
,Factors in the development and expression of child psychopathology:
Poverty and Socioeconomic Disadvantage
Sex differences: boys and girls express their problems in different ways. We don’t
understand whether these differences are caused by definitions (reporting biases) or
differences in the expression of the disorder. Sex differences are negligible in children under
the age of 3 but increase with age.
Internalizing problems = anxiety, depression, somatic symptoms and withdrawn behaviour.
Externalizing problems = encompass more acting-out behaviours, such as aggression and
delinquent behaviour.
Race and Etnicity
Cultural issues
Child Maltreatment and Non-Accidental Trauma
Special Issues Concerning Adolescents and Sexual Minority Youths (vulnerable period, LGBT)
Lifespan Implications
Chapter 2:
Interrelated causes of behaviour:
Biological influences
Emotional influences
Behavioural and cognitive influences (such as a person’s interpretation of events)
Family, cultural and ethnic influenes
Etiology = the study of the causes of childhood disorders. Which considers how biological,
psychological, and environmental processes interact to produce the outcomes that are observed
over time.
Biological determinants = focusses on possible causes such as structural brain damage or
dysfunction, neurotransmitter imbalances, and genetic influences
Psychological and environmental models = emphasize the role of environmental toxins,
early experiences, learning opportunities, disciplinary practices, family systems, and
sociocultural contexts. (primarily risk factors and correlates associated with certain
disorders)
Developmental Psychopathology perspective
An approach to describing and studying disorders of childhood, adolescence, and beyond in
a manner that emphasizes the importance of developmental processes and tasks.
Emphasizes the role of developmental processes, the importance of context, and the
influence of multiple and interacting events in shaping adaptive and maladaptive
development.
To understand maladaptive behaviour adequately, one must view it in relation to what is
normative for a given period of development.
Main focus is highlighting developmental processes by looking at extremes and variations
in developmental outcomes.
Three prominent assumptions:
- Abnormal developmental is multiply determined
Look beyond the child’s current symptoms and consider developmental pathways
and interacting events that, over time, contribute to the expression of a particular
disorder. (Consider multiple influences)
- Child and environment are interdependent
The influence of multiple causes by stressing how the child and environment
influence each other (are interdependent).
Transaction = the dynamic interaction of child and environment.
, - Abnormal development involves continuities and discontinuities
Continuity = developmental changes are gradual and quantitative, future
behaviour patterns can be predicted from earlier patterns.
Discontinuity = developmental changes are abrupt and qualitative, future
behaviour is poorly predicted by earlier patterns.
Developmental cascades = refer to the process by which a child’s previous interactions and
experiences may spread across other systems and alter his or her course of development.
Adaptational failure= failure to master or progress in accomplishing developmental milestones.
Organization of development perspective= early patterns of adaptation, such as infant eye contact
and speech sounds, evolve with structure over time and transform into higher-order functions such
as speech and language. Implies an active, dynamic process of continual change and transformation.
Sensitive periods = windows of time during which environmental influences on development, both
good and bad, are enhanced.
Neurotransmitters
GABA = reduces arousal and moderates emotional responses. Is linked to feelings of anxiety
and discomfort.
Dopamine = May act as a switch that turns on various brain circuits, allowing other
neurotransmitters to inhibit or facilitate emotions or behaviour.
Norepinephrine = facilitates or controls emergency reactions and alarm responses. Plays a
role in emotional and behavioural regulation.
Serotonin = plays a role in information and motor coordination. Inhibits children’s tendency
to explore their surroundings. Moderates and regulates a number of critical behaviours, such
as eating, sleeping, and expressing anger.
Dimensions of temperament
1. Positive affect and approach = ‘easy child’ who is generally approachable and adaptive to his
or her environment and possesses the ability to regulate basic functions of eating, sleeping,
and elimination relatively smoothly.
2. Fearful or inhibited = ‘slow-to-warm-up child’ who is cautious in his or her approach to novel
or challenging situations. Such children are more variable in self-regulation and adaptability
and may show distress or negativity toward some situations.
3. Negative affect or irritability = ‘difficult child’ who is predominantly negative or intense in
mood, not very adaptable and arrhythmic. Some children show distress when faced with
novel or challenging situations and others are prone to general distress or irritability,
including when limitations are placed on them.
Chapter 1:
A psychological disorder traditionally has been defined as a pattern of behavioural, cognitive,
emotional, or physical symptoms shown by an individual. Such pattern is associated with one or
more of the following three prominent features: (Three primary features of psychological disorders)
The person shows some degree of distress, such as fear or sadness.
His or her behaviour indicates some degree of disability, such as impairment that
substantially interferes with or limits activity in one or more important areas of functioning,
including physical, emotional, cognitive, and behavioural areas.
Such distress and disability increase the risk of further suffering or harm, such as death, pain,
disability, or important loss of freedom.
This definition of psychological disorder excludes circumstances in which such reactions are
expected and appropriate as defined by one’s cultural background. These three primary features
only describe what a person does or does not do in certain circumstances. The features do not
attempt to attribute causes or reasons for abnormal behaviour to the individual alone.
Problems shown by some children may be a result of their attempts to adapt to abnormal or unusual
circumstances.
Competence = The ability to successfully adapt in the environment.
Development competence is reflected in the child’s ability to use internal and external resources to
achieve a successful adaptation. Successful adaptation varies across culture and ethnicity, so it is
important that the traditions, beliefs, languages, and value systems of a particular culture be taken
into account when defining a child’s competence.
Judgments of deviancy also require knowledge of:
Child’s performance relative to that of same-age peers
The child’s course of development
Cultural context
Development pathway refers to the sequence and timing of particular behaviours and possible
relationships over time. The concept allows us to visualize development as an active, dynamic
process that can account for very different beginnings and outcomes.
Multifinality = the concept that various outcomes may stem from similar beginnings.
Equifinality = the concept that similar outcomes stem from different early experiences and
developmental pathways.
Risk factor = a variable that precedes a negative outcome of interest and increases the chances that
the outcome will occur.
Protective factor = a personal or situational variable that reduces the chances for a child to develop
a disorder.
Resilience = the capacity to recover quickly from difficulties.
,Factors in the development and expression of child psychopathology:
Poverty and Socioeconomic Disadvantage
Sex differences: boys and girls express their problems in different ways. We don’t
understand whether these differences are caused by definitions (reporting biases) or
differences in the expression of the disorder. Sex differences are negligible in children under
the age of 3 but increase with age.
Internalizing problems = anxiety, depression, somatic symptoms and withdrawn behaviour.
Externalizing problems = encompass more acting-out behaviours, such as aggression and
delinquent behaviour.
Race and Etnicity
Cultural issues
Child Maltreatment and Non-Accidental Trauma
Special Issues Concerning Adolescents and Sexual Minority Youths (vulnerable period, LGBT)
Lifespan Implications
Chapter 2:
Interrelated causes of behaviour:
Biological influences
Emotional influences
Behavioural and cognitive influences (such as a person’s interpretation of events)
Family, cultural and ethnic influenes
Etiology = the study of the causes of childhood disorders. Which considers how biological,
psychological, and environmental processes interact to produce the outcomes that are observed
over time.
Biological determinants = focusses on possible causes such as structural brain damage or
dysfunction, neurotransmitter imbalances, and genetic influences
Psychological and environmental models = emphasize the role of environmental toxins,
early experiences, learning opportunities, disciplinary practices, family systems, and
sociocultural contexts. (primarily risk factors and correlates associated with certain
disorders)
Developmental Psychopathology perspective
An approach to describing and studying disorders of childhood, adolescence, and beyond in
a manner that emphasizes the importance of developmental processes and tasks.
Emphasizes the role of developmental processes, the importance of context, and the
influence of multiple and interacting events in shaping adaptive and maladaptive
development.
To understand maladaptive behaviour adequately, one must view it in relation to what is
normative for a given period of development.
Main focus is highlighting developmental processes by looking at extremes and variations
in developmental outcomes.
Three prominent assumptions:
- Abnormal developmental is multiply determined
Look beyond the child’s current symptoms and consider developmental pathways
and interacting events that, over time, contribute to the expression of a particular
disorder. (Consider multiple influences)
- Child and environment are interdependent
The influence of multiple causes by stressing how the child and environment
influence each other (are interdependent).
Transaction = the dynamic interaction of child and environment.
, - Abnormal development involves continuities and discontinuities
Continuity = developmental changes are gradual and quantitative, future
behaviour patterns can be predicted from earlier patterns.
Discontinuity = developmental changes are abrupt and qualitative, future
behaviour is poorly predicted by earlier patterns.
Developmental cascades = refer to the process by which a child’s previous interactions and
experiences may spread across other systems and alter his or her course of development.
Adaptational failure= failure to master or progress in accomplishing developmental milestones.
Organization of development perspective= early patterns of adaptation, such as infant eye contact
and speech sounds, evolve with structure over time and transform into higher-order functions such
as speech and language. Implies an active, dynamic process of continual change and transformation.
Sensitive periods = windows of time during which environmental influences on development, both
good and bad, are enhanced.
Neurotransmitters
GABA = reduces arousal and moderates emotional responses. Is linked to feelings of anxiety
and discomfort.
Dopamine = May act as a switch that turns on various brain circuits, allowing other
neurotransmitters to inhibit or facilitate emotions or behaviour.
Norepinephrine = facilitates or controls emergency reactions and alarm responses. Plays a
role in emotional and behavioural regulation.
Serotonin = plays a role in information and motor coordination. Inhibits children’s tendency
to explore their surroundings. Moderates and regulates a number of critical behaviours, such
as eating, sleeping, and expressing anger.
Dimensions of temperament
1. Positive affect and approach = ‘easy child’ who is generally approachable and adaptive to his
or her environment and possesses the ability to regulate basic functions of eating, sleeping,
and elimination relatively smoothly.
2. Fearful or inhibited = ‘slow-to-warm-up child’ who is cautious in his or her approach to novel
or challenging situations. Such children are more variable in self-regulation and adaptability
and may show distress or negativity toward some situations.
3. Negative affect or irritability = ‘difficult child’ who is predominantly negative or intense in
mood, not very adaptable and arrhythmic. Some children show distress when faced with
novel or challenging situations and others are prone to general distress or irritability,
including when limitations are placed on them.
