CHAPTER 1: INTRODUCTION TO NORMAL AND
ABNORMAL BEHAVIOR IN CHILDREN AND
ADOLESCENTS
INTRODUCTION
Questions are asked that exemplify fundamental issues- Explored in research studies on
abnormal child psychology, that guide our understanding of children’s psychological disorders:
• Defining what constitutes normal and abnormal behaviour for children of different ages,
sexes, and ethnic and cultural backgrounds
• Identifying the causes and correlates of abnormal child behaviour
• Making predictions about long-term outcomes
• Developing and evaluating methods for treatment and/or prevention
Features that distinguish most child and adolescent disorders (from adult disorders):
• When adults seek services for children, it’s often not clear whose ‘problem’ it is
• Many child and adolescent problems involve failure to show expected developmental
progress
• Many problem behaviours shown by children and youths aren’t entirely abnormal
• Interventions for children and adolescents are often intended to promote further
development, rather than merely to restore a previous level of functioning
WHAT IS ABNORMAL BEHAVIOUR IN CHILDREN AND
ADOLESCENTS?
Key questions:
- How do we judge what is normal?
- When does an issue become a problem?
- Why are some children’s abnormal patterns of behaviour relatively continuous from
early childhood through adolescence and into adulthood, whereas other children
show more discontinuous patterns of development and adaptation?
Childhood disorders are accompanied by various layers of abnormal behaviour or
development- Ranging from more visible and alarming (delinquent acts or physical assault), to
more subtle yet critical (teasing or peer rejection), to more hidden and systematic (depression)
To judge what is normal- Need to be sensitive to each child’s stage of development and
consider each child’s unique methods of coping and ways of compensating for difficulties
Childhood disorders are commonly viewed as deviances from normal
Establishing boundaries between normal and abnormal functioning is arbitrary (irrational)
, Defining psychological disorders
“Psychological disorder” = Pattern of behavioural, cognitive, emotional, or physical
symptoms shown by an individual
3 primary features associated with such a pattern:
• Distress
(Examples: Fear or sadness)
• Disability
(Example: Impairment that interferes with or limits activity in one/more important areas
of functioning, including physical, emotional, cognitive, or behavioural areas)
• Increased risk for further suffering or harm
(Examples: Death, pain, disability, or loss of freedom)
We sometimes show temporary signs of distress, disability, or risk under unusual
circumstances (Example: Loss of a loved one)- Definition of psychological disorder excludes
circumstances which such reactions are expected and appropriate as defined by one’s cultural
background
- Culture and circumstances matter
Primary features only describe what a person does/doesn’t do in certain circumstances- They
don’t attempt to attribute causes for abnormal behaviour to individual alone
Understanding particular impairments should be balanced with recognizing individual and
situational circumstances
- Characteristics describe behaviours, not causes
Competence
“Competence” = Ability to successfully adapt in the environment
Developmental competence is reflected in child’s ability to use internal and external resources
to achieve successful adaptation
Successful adaptation is influenced by culture and ethnicity
- Important that traditions, beliefs, languages, and value systems of culture be considered
when defining child’s competence
Study of abnormal child psychology considers:
• The degree of maladaptive behaviour
• The extent to which normal developmental milestones are met
• Knowledge of developmental tasks
“Developmental tasks” = Includes broad domains of competence such as conduct and
academic achievement, tell how children progress within each domain as they grow
Knowledge of developmental tasks provides important background information for considering
child or adolescent’s developmental progress or impairments
2
ABNORMAL BEHAVIOR IN CHILDREN AND
ADOLESCENTS
INTRODUCTION
Questions are asked that exemplify fundamental issues- Explored in research studies on
abnormal child psychology, that guide our understanding of children’s psychological disorders:
• Defining what constitutes normal and abnormal behaviour for children of different ages,
sexes, and ethnic and cultural backgrounds
• Identifying the causes and correlates of abnormal child behaviour
• Making predictions about long-term outcomes
• Developing and evaluating methods for treatment and/or prevention
Features that distinguish most child and adolescent disorders (from adult disorders):
• When adults seek services for children, it’s often not clear whose ‘problem’ it is
• Many child and adolescent problems involve failure to show expected developmental
progress
• Many problem behaviours shown by children and youths aren’t entirely abnormal
• Interventions for children and adolescents are often intended to promote further
development, rather than merely to restore a previous level of functioning
WHAT IS ABNORMAL BEHAVIOUR IN CHILDREN AND
ADOLESCENTS?
Key questions:
- How do we judge what is normal?
- When does an issue become a problem?
- Why are some children’s abnormal patterns of behaviour relatively continuous from
early childhood through adolescence and into adulthood, whereas other children
show more discontinuous patterns of development and adaptation?
Childhood disorders are accompanied by various layers of abnormal behaviour or
development- Ranging from more visible and alarming (delinquent acts or physical assault), to
more subtle yet critical (teasing or peer rejection), to more hidden and systematic (depression)
To judge what is normal- Need to be sensitive to each child’s stage of development and
consider each child’s unique methods of coping and ways of compensating for difficulties
Childhood disorders are commonly viewed as deviances from normal
Establishing boundaries between normal and abnormal functioning is arbitrary (irrational)
, Defining psychological disorders
“Psychological disorder” = Pattern of behavioural, cognitive, emotional, or physical
symptoms shown by an individual
3 primary features associated with such a pattern:
• Distress
(Examples: Fear or sadness)
• Disability
(Example: Impairment that interferes with or limits activity in one/more important areas
of functioning, including physical, emotional, cognitive, or behavioural areas)
• Increased risk for further suffering or harm
(Examples: Death, pain, disability, or loss of freedom)
We sometimes show temporary signs of distress, disability, or risk under unusual
circumstances (Example: Loss of a loved one)- Definition of psychological disorder excludes
circumstances which such reactions are expected and appropriate as defined by one’s cultural
background
- Culture and circumstances matter
Primary features only describe what a person does/doesn’t do in certain circumstances- They
don’t attempt to attribute causes for abnormal behaviour to individual alone
Understanding particular impairments should be balanced with recognizing individual and
situational circumstances
- Characteristics describe behaviours, not causes
Competence
“Competence” = Ability to successfully adapt in the environment
Developmental competence is reflected in child’s ability to use internal and external resources
to achieve successful adaptation
Successful adaptation is influenced by culture and ethnicity
- Important that traditions, beliefs, languages, and value systems of culture be considered
when defining child’s competence
Study of abnormal child psychology considers:
• The degree of maladaptive behaviour
• The extent to which normal developmental milestones are met
• Knowledge of developmental tasks
“Developmental tasks” = Includes broad domains of competence such as conduct and
academic achievement, tell how children progress within each domain as they grow
Knowledge of developmental tasks provides important background information for considering
child or adolescent’s developmental progress or impairments
2
