Summary DP Short version – Huyen Chau Nguyen
Chapter 1 Introduction
What is normal? : Focuses of Common Descriptions of Normaliy
I I I
Statistical Deviance Sociocultural norm Mental health perspective
Statistical deviance: infrequency of certain emotions, cognitions, or behaviors compared to a sample’s distribution
Sociocultural norm: expectation of a group about what emotions, cognitions, or behaviors are undesirable or unacceptable
Mental health perspective: theoretical or clinically based notion of distress and dysfunction
Key terms
- Developmental psychopathology: intense, frequent, and persistent maladaptive patterns of emotion,
cognition, and behavior considered within the context of normal development, resulting in the current and
potential impairment of infants, children, and adolescents.
- Statistical deviance: compared to the distribution in a particular sample, statistical deviance refers to the
relative infrequency of certain emotions, cognitions, and/or behaviors.
- Sociocultural norms: The beliefs and expectations of certain groups about what kinds of emotions,
cognitions, and/or behaviors are undesirable or unacceptable.
- Developmental epidemiology: Frequencies and patterns of distributions of disorders in infants, children,
and adolescents
- Prevalence: All current cases of a type (or types) of disorder.
- Incidence: New cases of a type (or types) of disorder in a given time period.
- Barriers to care: Factors that impede access to mental health services, including structural barriers such as
lack of provider availability, inconveniently located services, transportation difficulties, inability to pay,
inadequate insurance coverage, or both; individual barriers such as denial of problems or lack of trust in the
system; and sociocultural barriers such as the stigma of psychopathology or mental illness.
- Stigmatization: Negative attitudes (such as blaming or overconcern with dangerousness), emotions (such
as shame, fear, or pity), and behaviors (such as ridicule or isolation) related to psychopathology and mental
illness.
Chapter summary
- Developmental psychopathology refers to intense, frequent, and/or persistent maladaptive patterns of
emotion, cognition, and behavior considered within the context of typical development and resulting in the
current and potential impairment of infants, children, and adolescents.
- Prevalence refers to all current cases of a set of disorders, whereas incidence refers to new cases in a given
time period. Although specific study results vary, many estimates suggest that significant numbers of
children and adolescents struggle with disorders that are associated with serious impairment.
- There are a number of critical issues currently facing the field of developmental psychopathology. For
example, too few children who need mental health care have access to that care. Another important issue is
the ongoing challenge of overcoming the stigmatization of individuals and families dealing with
psychopathology.
,Summary DP Short version – Huyen Chau Nguyen
Chapter 2 Models of Child Development, Psychopathology, and Treatment
Behavioral Models: Prosses of Learning
I I I
Classical conditioning Operant conditioning Observational learning
Classical conditioning: process whereby one stimulus becomes associated with another, resulting in reliable elicitation of a response
Operant conditioning: process whereby learned consequence leads to a change in behavior
Observational learning: process that occurs by watching, remembering, and/or imitating others
Key terms
- Dimensional models of psychopathology: Models that emphasize the ways in which typical feelings,
thoughts, and behaviors gradually become more serious problems, which then may intensify and become
clinically diagnosable disorders
- Categorical models of psychopathology: Models that emphasize discrete and qualitative differences in
individual patterns of emotion, cognition, and behavior.
- Physiological models: Models of psychopathology that emphasize biological processes, such as genes and
neurological systems, as being at the core of human experience; physiological models explain the
development of psychopathology, its course, and its treatment in terms of biological factors.
- Connectome: The diagram of the brain’s neural connections.
- Neural plasticity: The ability of the brain to flexibly respond to physiological and environmental challenges
and insults.
- Genotype: The genetic make-up of a cell, an organism, or an individual.
- Phenotype: The observable characteristics of an individual.
- Behavior genetics: The study of the joint effects of genes and environments.
- Molecular genetics: Studies of the effects of specific genes at the DNA level
- Genome-wide association studies
- Behavior genetics: The study of the joint effects of genes and environments.
- Heritability: The proportion of phenotypic differences among individuals that can be attributed to genetic
differences in a particular population.
- Gene-by-environment effects/interactions: Correlations between genes and environments that involve
differential exposure to environments or experiences. There are three types of gene-by-environment effects:
passive correlations, active correlations, and evocative correlations.
- Gene-by-environment effects/interactions: The interactive effect between genetic and environmental
factors, including the influence of genes on vulnerability to risk factors.
- Epigenetics: The effect of experience and environment on the regulation of gene expression. The resultant
changes in gene expression can be transmitted across generations.
- Risk alleles: Genetic variants that impair general processes (e.g., cognitive or emotion functions) across
many disorders.
- Polygenic models: An etiological model of disorders based on the cumulative and additive effect of
multiple genes.
- Diathesis–stress model: A model that emphasizes the combination of underlying predispositions (risk
factors related to, for example, structural abnormalities or early occurring trauma) and additional factors
(such as further physiological or environmental events) that lead to the development of psychopathology.
- Psychodynamic models: Psychological models that emphasize unconscious cognitive, affective, and
motivational processes; mental representations of self, others, and relationships; the subjectivity of
experience; and a developmental perspective on individual adjustment and maladjustment.
, Summary DP Short version – Huyen Chau Nguyen
- Behavioral models: Psychological models that emphasize the individual’s observable behavior within a
specific environment.
- Classical conditioning: A form of associative learning in which certain stimuli become paired with other
stimuli resulting in the reliable elicitation of a response.
- Operant conditioning: A form of learning in which consequences (negative or positive) lead to changes
(decreases or increases) in behavior.
- Observational learning: A form of learning that occurs by watching, remembering, and/or imitating others.
- Reinforcement: The idea that positive and negative consequences lead to changes in behavior; a critical
component of all learning processes.
- Cognitive models: A psychological model that focuses on the components and processes of the mind and
mental development
- Neoconstructivist approach: An emphasis on evolutionary contexts, experience–expectant learning, and
both qualitative and quantitative change across development.
- Humanistic models: Psychological models that emphasize personally meaningful experiences, innate
motivations for healthy growth, and the child’s purposeful creation of a self.
- Positive psychology: A field of psychology focusing on positive subjective experience, positive individual
traits, and positive institutions that seeks to promote individual, family, social, and community well-being.
- Family models: A model that emphasizes that the best way to understand the personality and
psychopathology of a particular child is to understand the dynamics of a particular family
- Shared environment: The aspects of family life and function that are shared by all children in the family.
- Nonshared environment: The aspects of family life and function that are specific and distinct for each child.
- Sociocultural models: Models that emphasize the importance of the social context, including gender, race,
ethnicity, and socioeconomic status, in the development, course, and treatment of psychopatholog
- Ecological models: A model that emphasizes the immediate environments, or “behavior settings,” in which
children grow and make sense of their lives, including their homes, classrooms, neighborhoods, and
communities.
- Birth cohort: Individuals born in a particular historical period who share key experiences and events.
Chapter summary
- Theoretical models of development, psychopathology, and treatment help organize clinical observations,
direct research efforts, and design treatment programs.
- Dimensional models of psychopathology emphasize the gradual transition from the typical range of
feelings, thoughts, and behaviors to clinically significant problems.
- Categorical models of psychopathology emphasize differences between distinct patterns of emotion,
cognition, and behavior that are within the typical range and those that define clinical disorders.
- Physiological models emphasize the roles of genetics, biological factors (such as brain structure and
function), and chemical processes. Increasingly complex models that highlight the combined effects of genes
and environments are the focus of much contemporary research, including studies of behavior genetics and
epigenetics.
- Psychological models, such as the psychodynamic, cognitive-behavioral, humanistic, and family models,
emphasize intrapersonal and interpersonal factors in the development, course, and treatment of
psychopathology.
- Sociocultural models emphasize the importance of the social context, including gender, race, ethnicity, and
socioeconomic status, in the development, course, and treatment of psychopathology.
Chapter 1 Introduction
What is normal? : Focuses of Common Descriptions of Normaliy
I I I
Statistical Deviance Sociocultural norm Mental health perspective
Statistical deviance: infrequency of certain emotions, cognitions, or behaviors compared to a sample’s distribution
Sociocultural norm: expectation of a group about what emotions, cognitions, or behaviors are undesirable or unacceptable
Mental health perspective: theoretical or clinically based notion of distress and dysfunction
Key terms
- Developmental psychopathology: intense, frequent, and persistent maladaptive patterns of emotion,
cognition, and behavior considered within the context of normal development, resulting in the current and
potential impairment of infants, children, and adolescents.
- Statistical deviance: compared to the distribution in a particular sample, statistical deviance refers to the
relative infrequency of certain emotions, cognitions, and/or behaviors.
- Sociocultural norms: The beliefs and expectations of certain groups about what kinds of emotions,
cognitions, and/or behaviors are undesirable or unacceptable.
- Developmental epidemiology: Frequencies and patterns of distributions of disorders in infants, children,
and adolescents
- Prevalence: All current cases of a type (or types) of disorder.
- Incidence: New cases of a type (or types) of disorder in a given time period.
- Barriers to care: Factors that impede access to mental health services, including structural barriers such as
lack of provider availability, inconveniently located services, transportation difficulties, inability to pay,
inadequate insurance coverage, or both; individual barriers such as denial of problems or lack of trust in the
system; and sociocultural barriers such as the stigma of psychopathology or mental illness.
- Stigmatization: Negative attitudes (such as blaming or overconcern with dangerousness), emotions (such
as shame, fear, or pity), and behaviors (such as ridicule or isolation) related to psychopathology and mental
illness.
Chapter summary
- Developmental psychopathology refers to intense, frequent, and/or persistent maladaptive patterns of
emotion, cognition, and behavior considered within the context of typical development and resulting in the
current and potential impairment of infants, children, and adolescents.
- Prevalence refers to all current cases of a set of disorders, whereas incidence refers to new cases in a given
time period. Although specific study results vary, many estimates suggest that significant numbers of
children and adolescents struggle with disorders that are associated with serious impairment.
- There are a number of critical issues currently facing the field of developmental psychopathology. For
example, too few children who need mental health care have access to that care. Another important issue is
the ongoing challenge of overcoming the stigmatization of individuals and families dealing with
psychopathology.
,Summary DP Short version – Huyen Chau Nguyen
Chapter 2 Models of Child Development, Psychopathology, and Treatment
Behavioral Models: Prosses of Learning
I I I
Classical conditioning Operant conditioning Observational learning
Classical conditioning: process whereby one stimulus becomes associated with another, resulting in reliable elicitation of a response
Operant conditioning: process whereby learned consequence leads to a change in behavior
Observational learning: process that occurs by watching, remembering, and/or imitating others
Key terms
- Dimensional models of psychopathology: Models that emphasize the ways in which typical feelings,
thoughts, and behaviors gradually become more serious problems, which then may intensify and become
clinically diagnosable disorders
- Categorical models of psychopathology: Models that emphasize discrete and qualitative differences in
individual patterns of emotion, cognition, and behavior.
- Physiological models: Models of psychopathology that emphasize biological processes, such as genes and
neurological systems, as being at the core of human experience; physiological models explain the
development of psychopathology, its course, and its treatment in terms of biological factors.
- Connectome: The diagram of the brain’s neural connections.
- Neural plasticity: The ability of the brain to flexibly respond to physiological and environmental challenges
and insults.
- Genotype: The genetic make-up of a cell, an organism, or an individual.
- Phenotype: The observable characteristics of an individual.
- Behavior genetics: The study of the joint effects of genes and environments.
- Molecular genetics: Studies of the effects of specific genes at the DNA level
- Genome-wide association studies
- Behavior genetics: The study of the joint effects of genes and environments.
- Heritability: The proportion of phenotypic differences among individuals that can be attributed to genetic
differences in a particular population.
- Gene-by-environment effects/interactions: Correlations between genes and environments that involve
differential exposure to environments or experiences. There are three types of gene-by-environment effects:
passive correlations, active correlations, and evocative correlations.
- Gene-by-environment effects/interactions: The interactive effect between genetic and environmental
factors, including the influence of genes on vulnerability to risk factors.
- Epigenetics: The effect of experience and environment on the regulation of gene expression. The resultant
changes in gene expression can be transmitted across generations.
- Risk alleles: Genetic variants that impair general processes (e.g., cognitive or emotion functions) across
many disorders.
- Polygenic models: An etiological model of disorders based on the cumulative and additive effect of
multiple genes.
- Diathesis–stress model: A model that emphasizes the combination of underlying predispositions (risk
factors related to, for example, structural abnormalities or early occurring trauma) and additional factors
(such as further physiological or environmental events) that lead to the development of psychopathology.
- Psychodynamic models: Psychological models that emphasize unconscious cognitive, affective, and
motivational processes; mental representations of self, others, and relationships; the subjectivity of
experience; and a developmental perspective on individual adjustment and maladjustment.
, Summary DP Short version – Huyen Chau Nguyen
- Behavioral models: Psychological models that emphasize the individual’s observable behavior within a
specific environment.
- Classical conditioning: A form of associative learning in which certain stimuli become paired with other
stimuli resulting in the reliable elicitation of a response.
- Operant conditioning: A form of learning in which consequences (negative or positive) lead to changes
(decreases or increases) in behavior.
- Observational learning: A form of learning that occurs by watching, remembering, and/or imitating others.
- Reinforcement: The idea that positive and negative consequences lead to changes in behavior; a critical
component of all learning processes.
- Cognitive models: A psychological model that focuses on the components and processes of the mind and
mental development
- Neoconstructivist approach: An emphasis on evolutionary contexts, experience–expectant learning, and
both qualitative and quantitative change across development.
- Humanistic models: Psychological models that emphasize personally meaningful experiences, innate
motivations for healthy growth, and the child’s purposeful creation of a self.
- Positive psychology: A field of psychology focusing on positive subjective experience, positive individual
traits, and positive institutions that seeks to promote individual, family, social, and community well-being.
- Family models: A model that emphasizes that the best way to understand the personality and
psychopathology of a particular child is to understand the dynamics of a particular family
- Shared environment: The aspects of family life and function that are shared by all children in the family.
- Nonshared environment: The aspects of family life and function that are specific and distinct for each child.
- Sociocultural models: Models that emphasize the importance of the social context, including gender, race,
ethnicity, and socioeconomic status, in the development, course, and treatment of psychopatholog
- Ecological models: A model that emphasizes the immediate environments, or “behavior settings,” in which
children grow and make sense of their lives, including their homes, classrooms, neighborhoods, and
communities.
- Birth cohort: Individuals born in a particular historical period who share key experiences and events.
Chapter summary
- Theoretical models of development, psychopathology, and treatment help organize clinical observations,
direct research efforts, and design treatment programs.
- Dimensional models of psychopathology emphasize the gradual transition from the typical range of
feelings, thoughts, and behaviors to clinically significant problems.
- Categorical models of psychopathology emphasize differences between distinct patterns of emotion,
cognition, and behavior that are within the typical range and those that define clinical disorders.
- Physiological models emphasize the roles of genetics, biological factors (such as brain structure and
function), and chemical processes. Increasingly complex models that highlight the combined effects of genes
and environments are the focus of much contemporary research, including studies of behavior genetics and
epigenetics.
- Psychological models, such as the psychodynamic, cognitive-behavioral, humanistic, and family models,
emphasize intrapersonal and interpersonal factors in the development, course, and treatment of
psychopathology.
- Sociocultural models emphasize the importance of the social context, including gender, race, ethnicity, and
socioeconomic status, in the development, course, and treatment of psychopathology.
