Lecture 1 and chapter 1-5
Definitions:
Psychopathology: intense, frequent, and/or persistent maladaptive patterns of emotion,
cognition, behavior (dp emphasizes the consequences of these patterns on typical
development).
Normal/abnormal: We define normal/typical with statistical deviance (comparison, the
issue is the cut off), sociocultural norms and mental health definitions/perspectives
(because of values steerion definition).
Delay, dysfunction and fixation differences: Delay is not developing a skill yet. Dysfunction
is not using the skill. Fixation is the continuous (obsessive) relating of a behavior after its
typical time frame.
Pathways: Pathways explaining development are multifinality (similar starting points but
different outcomes) or equifinality (different starting points but similar outcomes).
Coherence: reflects our belief that beginnings may be logically and meaningfully linked to
outcomes if we carefully evaluate the variables that lead to stability as well as the variables
that lead to change.
Prevalence/incidence rates: prevalence rates refers to the proportion of a population with a
disorder (all current cases) and incidence rates refers to the rate at which new cases arise
(all new cases in time period).
Heterogeneity: means symptoms can differentiate per person because of environments.
Comorbidity: means the frequently co-occurring diagnoses.
Transdiagnostic symptoms: Symptoms underlying multiple diagnoses.
Adaptation/maladaptation: Distinctions between adaptation, maladaptation, adequate
(okay/acceptable) or optimal adaptation (excellent/superior). Adaptation or maladaptation
is seen as an ongoing activity, smaller problems lead to larger problems or one to many
more.
General development:
Three profiles of development including continuity (overall level of behavior or
characteristic) and stability (relative ordering of individuals compared to peers):
,Types of continuity (that also underlie stability):
- Homotypic continuity (stable expression of symptoms/diagnosis is stable over
time)
- Heterotypic continuity (symptom expression change with development, disorder
changes over time)
- Cumulative continuity (environment that perpetuates maladaptive style), a specific
environment changes the continuity.
The growth of development areas in the first years have three biobehavioral shifts that
signal important intrapersonal and interpersonal changes (Interpersonal refers to
communication or relationships between two or more people, while intrapersonal refers to
activities or processes that occur within an individual):
1. 2-3 months, transition from intrauterine to extrauterine experience (via routines)
2. 7-9 months, communicating feelings and intentions.
3. 18-20 months, awalking and talking, increasingly independent.
Salient age related issues associated with development:
Risk factor is increased vulnerability to disorder, nonspecific/specific risk factors.
Susceptibility (when a characteristic makes a child more sensitive) is connected to the
construct of risk. Common types of risk factors are individual, family or sociocultural risks.
Total number (cumulative) is more important than the specific type.
Resilience factor means positive adaptation despite adversity (promotive, regardless of
risk, or protective resilience factors, in presence of risk). Resilience is dynamic and it
extends beyond the child/family system. Three types of resilient children: good outcomes,
competence and good recoveries. It is a dynamic process, a capacity that develops over
time.
Patterns and pathways of protective factors:
1. Reducing impact of risk
2. Reducing the negative chain of reactions following risk
3. Establishing and maintaining self-esteem and self-efficacy
4. Opening up opportunities for growth
Three kinds of trajectories in which parents have an influence on the developmental
pathways of their children: initiating trajectories (context providing), supporting
trajectories (motivating and supporting) and mediating trajectories (helping overcoming
obstacles).
, There are three dimensions in stigmatization; negative stereotypes, negative evaluation
and discrimination. The focus can lie on the family or the individual and the context is often
public or in the individual themselves.
Models and theories:
Although the models may vary, most emphasize distinctive developmental patterns that
are of importance.
Differential impact theory: “changes to the environment cause individuals to change and
these changes depend on the quality of the psychological, sociocultural and economic
resources provided by the environment, balanced by the quality and quantity of the
individual’s exposure to risk”.
Five competencies model: starters there are five markers of healthy development: A
positive sense of self, Self-control, Decision-making skills, A moral belief system and
Social connections
Another model is the Five C’s which states 5 dimensions of healthy adaptation: caring,
character, competence, confidence and connections.
Different models/theories to organize clinical observations, research and treatment
(approachment with diverse perspectives and overlap):
1. Physiological models
A physiological basis for all psychological processes and events. Collaboration between
child and caregivers in co-construction of the brain. Adaptation of children embedded in
specific environments. Some important terms:
- sensitive periods, neural plasticity, genotype, risk alleles, polygenic models,
(interplay of multiple genes in disorders), experience dependent vs experience
expectant, gene-by-environment-by-time effects and interactions (passive, active,
evocative), connectome (map of brain’s neural connections including nodes,
kooppunten, hubs, uitgebreide verbindingen tussen nodes, and modules, groepen
nodes met sterke tussenverbindingen).
Diathesis stress (predisposition) and differential susceptibility model (sensitive)
2. Psychodynamic models
Disorders themselves were rooted in traumas or conflicts experienced during early
childhood. Mentalizing is the capacity to understand others and oneself in terms of internal
mental states.
Definitions:
Psychopathology: intense, frequent, and/or persistent maladaptive patterns of emotion,
cognition, behavior (dp emphasizes the consequences of these patterns on typical
development).
Normal/abnormal: We define normal/typical with statistical deviance (comparison, the
issue is the cut off), sociocultural norms and mental health definitions/perspectives
(because of values steerion definition).
Delay, dysfunction and fixation differences: Delay is not developing a skill yet. Dysfunction
is not using the skill. Fixation is the continuous (obsessive) relating of a behavior after its
typical time frame.
Pathways: Pathways explaining development are multifinality (similar starting points but
different outcomes) or equifinality (different starting points but similar outcomes).
Coherence: reflects our belief that beginnings may be logically and meaningfully linked to
outcomes if we carefully evaluate the variables that lead to stability as well as the variables
that lead to change.
Prevalence/incidence rates: prevalence rates refers to the proportion of a population with a
disorder (all current cases) and incidence rates refers to the rate at which new cases arise
(all new cases in time period).
Heterogeneity: means symptoms can differentiate per person because of environments.
Comorbidity: means the frequently co-occurring diagnoses.
Transdiagnostic symptoms: Symptoms underlying multiple diagnoses.
Adaptation/maladaptation: Distinctions between adaptation, maladaptation, adequate
(okay/acceptable) or optimal adaptation (excellent/superior). Adaptation or maladaptation
is seen as an ongoing activity, smaller problems lead to larger problems or one to many
more.
General development:
Three profiles of development including continuity (overall level of behavior or
characteristic) and stability (relative ordering of individuals compared to peers):
,Types of continuity (that also underlie stability):
- Homotypic continuity (stable expression of symptoms/diagnosis is stable over
time)
- Heterotypic continuity (symptom expression change with development, disorder
changes over time)
- Cumulative continuity (environment that perpetuates maladaptive style), a specific
environment changes the continuity.
The growth of development areas in the first years have three biobehavioral shifts that
signal important intrapersonal and interpersonal changes (Interpersonal refers to
communication or relationships between two or more people, while intrapersonal refers to
activities or processes that occur within an individual):
1. 2-3 months, transition from intrauterine to extrauterine experience (via routines)
2. 7-9 months, communicating feelings and intentions.
3. 18-20 months, awalking and talking, increasingly independent.
Salient age related issues associated with development:
Risk factor is increased vulnerability to disorder, nonspecific/specific risk factors.
Susceptibility (when a characteristic makes a child more sensitive) is connected to the
construct of risk. Common types of risk factors are individual, family or sociocultural risks.
Total number (cumulative) is more important than the specific type.
Resilience factor means positive adaptation despite adversity (promotive, regardless of
risk, or protective resilience factors, in presence of risk). Resilience is dynamic and it
extends beyond the child/family system. Three types of resilient children: good outcomes,
competence and good recoveries. It is a dynamic process, a capacity that develops over
time.
Patterns and pathways of protective factors:
1. Reducing impact of risk
2. Reducing the negative chain of reactions following risk
3. Establishing and maintaining self-esteem and self-efficacy
4. Opening up opportunities for growth
Three kinds of trajectories in which parents have an influence on the developmental
pathways of their children: initiating trajectories (context providing), supporting
trajectories (motivating and supporting) and mediating trajectories (helping overcoming
obstacles).
, There are three dimensions in stigmatization; negative stereotypes, negative evaluation
and discrimination. The focus can lie on the family or the individual and the context is often
public or in the individual themselves.
Models and theories:
Although the models may vary, most emphasize distinctive developmental patterns that
are of importance.
Differential impact theory: “changes to the environment cause individuals to change and
these changes depend on the quality of the psychological, sociocultural and economic
resources provided by the environment, balanced by the quality and quantity of the
individual’s exposure to risk”.
Five competencies model: starters there are five markers of healthy development: A
positive sense of self, Self-control, Decision-making skills, A moral belief system and
Social connections
Another model is the Five C’s which states 5 dimensions of healthy adaptation: caring,
character, competence, confidence and connections.
Different models/theories to organize clinical observations, research and treatment
(approachment with diverse perspectives and overlap):
1. Physiological models
A physiological basis for all psychological processes and events. Collaboration between
child and caregivers in co-construction of the brain. Adaptation of children embedded in
specific environments. Some important terms:
- sensitive periods, neural plasticity, genotype, risk alleles, polygenic models,
(interplay of multiple genes in disorders), experience dependent vs experience
expectant, gene-by-environment-by-time effects and interactions (passive, active,
evocative), connectome (map of brain’s neural connections including nodes,
kooppunten, hubs, uitgebreide verbindingen tussen nodes, and modules, groepen
nodes met sterke tussenverbindingen).
Diathesis stress (predisposition) and differential susceptibility model (sensitive)
2. Psychodynamic models
Disorders themselves were rooted in traumas or conflicts experienced during early
childhood. Mentalizing is the capacity to understand others and oneself in terms of internal
mental states.
