PSYC 366- Midterm 2 Practice Test |
Questions and correct detailed Answers
| 2026 Updates | 100% Pass Guarantee
why study mental health - ANSWER- --mental health in childhood predicts adult disorders
-adult disorders are commonly preceded by child mental health problems
-childhood obstacles can be overcome if they are provided with a healthy environment
defining abnormal - ANSWER- --day-to-day life disturbed
-some type of deviation from "normal" is typically used to judge whether someone is exhibiting
symptoms that are of clinical concern (dysfunction)
-symptoms of dysfunction can be in behaviour, cognition or emotion regulation
dysfunction - ANSWER- --require some deviation from "normal"
-defined because statistically unusual
-symptoms defined because deviate from social norms
-behaviour/feelings that are considered unacceptable within a given culture
distress - ANSWER- --behavior/feelings that are uncomfortable to the person
-increased risk of further suffering or harm
impariment - ANSWER- --behavior/feelings that interfere with functioning in key domains
-increased risk of further suffering or harm
,additional considerations for children and youth - ANSWER- --children don't often refer
themselves
-who decided if there is a problem?
-whose problem is it
-children are actively developing
-which problems need attention and which will be outgrown
-risk for future suffering or harm
Developmental psychopathology frameworks - ANSWER- --active, dynamic process that can
account for very different beginnings and outcomes (think life course)
-"normal" development gone awry
social-structural-power frameworks - ANSWER- --non-medical factors that influence health
outcomes
-the conditions in which people are born, grow, work, live and age and the wider set of forces
and systems shaping the conditions of daily life
-these forces and systems include economic polices and systems, development, agendas, social
norms, social polices and political systems
developmental pyschopathology - ANSWER- --integration of developmental science and
psychopathology into a coherent approach
-maladaptive behaviours -> some of these behaviours may have been adaptive in the context of
deprived or harsh early environments
-adaptation is judged relative to developmental stage
0-2 developmental period - ANSWER- --tasks: attachment, language, self vs. others
-challenges: temper, toileting, mismatches
-diagnoses: some developmental disabilities; failure to thrive
2-5 developmental periods - ANSWER- --tasks: self-control, compliance
, -challenges: disobedience, demand attention, bedtime resistance
-diagnoses: speech and hearing, phobies, autism
6-11 developmental period - ANSWER- --tasks: school adjustment, basic academic skills,
following rules, making friends
-challenges: concentration, showing off
-diagnoses: ADHD, learning disorders, anxiety
12-20 developmental period - ANSWER- --tasks: identity, achievement, extracurricular, close
friendships
-challenges: arguing, bragging, lonely, low self-esteem, sensitive to peer opinion, risk-taking
-diagnoses: eating disorders, substance use disorders, depression
Multi-causality - ANSWER- --problems are produced by many factors
-problems are multiply determined
interdependence - ANSWER- --child and environment are interdependent
-which means that the child influences the environment and the environment influences the
child
continuity - ANSWER- --implies that developmental changes are gradual and quantitative
(countable) and future patterns of behaviour can be predicted by earlier patterns
example of continuity - ANSWER- -if a child is verbally aggressive to peers at five years old,
they may become physically aggressive with their peers at 10 years old
discontinuity - ANSWER- --implies that developmental changes are abrupt and qualitative
and that future behavior is poorly predicted by earlier patterns
example of discontinuity - ANSWER- -an adolescence developing an eating disorder
equifinality - ANSWER- --different factors lead to a similar outcome
-e.i., a parental divorce and parental substance abuse might both lead to childhood depression
multifinality - ANSWER- --the idea that various outcomes may stem from similar beginning
-e.i., classic example of alcoholic father with two sons, one son turns out to be just like his
father, the other brother has a successful life
Questions and correct detailed Answers
| 2026 Updates | 100% Pass Guarantee
why study mental health - ANSWER- --mental health in childhood predicts adult disorders
-adult disorders are commonly preceded by child mental health problems
-childhood obstacles can be overcome if they are provided with a healthy environment
defining abnormal - ANSWER- --day-to-day life disturbed
-some type of deviation from "normal" is typically used to judge whether someone is exhibiting
symptoms that are of clinical concern (dysfunction)
-symptoms of dysfunction can be in behaviour, cognition or emotion regulation
dysfunction - ANSWER- --require some deviation from "normal"
-defined because statistically unusual
-symptoms defined because deviate from social norms
-behaviour/feelings that are considered unacceptable within a given culture
distress - ANSWER- --behavior/feelings that are uncomfortable to the person
-increased risk of further suffering or harm
impariment - ANSWER- --behavior/feelings that interfere with functioning in key domains
-increased risk of further suffering or harm
,additional considerations for children and youth - ANSWER- --children don't often refer
themselves
-who decided if there is a problem?
-whose problem is it
-children are actively developing
-which problems need attention and which will be outgrown
-risk for future suffering or harm
Developmental psychopathology frameworks - ANSWER- --active, dynamic process that can
account for very different beginnings and outcomes (think life course)
-"normal" development gone awry
social-structural-power frameworks - ANSWER- --non-medical factors that influence health
outcomes
-the conditions in which people are born, grow, work, live and age and the wider set of forces
and systems shaping the conditions of daily life
-these forces and systems include economic polices and systems, development, agendas, social
norms, social polices and political systems
developmental pyschopathology - ANSWER- --integration of developmental science and
psychopathology into a coherent approach
-maladaptive behaviours -> some of these behaviours may have been adaptive in the context of
deprived or harsh early environments
-adaptation is judged relative to developmental stage
0-2 developmental period - ANSWER- --tasks: attachment, language, self vs. others
-challenges: temper, toileting, mismatches
-diagnoses: some developmental disabilities; failure to thrive
2-5 developmental periods - ANSWER- --tasks: self-control, compliance
, -challenges: disobedience, demand attention, bedtime resistance
-diagnoses: speech and hearing, phobies, autism
6-11 developmental period - ANSWER- --tasks: school adjustment, basic academic skills,
following rules, making friends
-challenges: concentration, showing off
-diagnoses: ADHD, learning disorders, anxiety
12-20 developmental period - ANSWER- --tasks: identity, achievement, extracurricular, close
friendships
-challenges: arguing, bragging, lonely, low self-esteem, sensitive to peer opinion, risk-taking
-diagnoses: eating disorders, substance use disorders, depression
Multi-causality - ANSWER- --problems are produced by many factors
-problems are multiply determined
interdependence - ANSWER- --child and environment are interdependent
-which means that the child influences the environment and the environment influences the
child
continuity - ANSWER- --implies that developmental changes are gradual and quantitative
(countable) and future patterns of behaviour can be predicted by earlier patterns
example of continuity - ANSWER- -if a child is verbally aggressive to peers at five years old,
they may become physically aggressive with their peers at 10 years old
discontinuity - ANSWER- --implies that developmental changes are abrupt and qualitative
and that future behavior is poorly predicted by earlier patterns
example of discontinuity - ANSWER- -an adolescence developing an eating disorder
equifinality - ANSWER- --different factors lead to a similar outcome
-e.i., a parental divorce and parental substance abuse might both lead to childhood depression
multifinality - ANSWER- --the idea that various outcomes may stem from similar beginning
-e.i., classic example of alcoholic father with two sons, one son turns out to be just like his
father, the other brother has a successful life
