Hoofdstuk 1: introduction
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.
Hoofdstuk 2: Models of child development, psychopathology and
treatment
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: 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 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.
, 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.
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 psychopathology.
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.
Hoofdstuk 3: Principles and practices of developmental
psychopathology
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.
Hoofdstuk 2: Models of child development, psychopathology and
treatment
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: 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 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.
, 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.
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 psychopathology.
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.
Hoofdstuk 3: Principles and practices of developmental
psychopathology
