Samenvatting Klinische Ontwikkelingspsychologie Deeltentamen 2
Boek en Verdiepende en Aanvullende Colleges
Universiteit Utrecht
2024-2025
[202100061]
,Table of Contents
Chapter 9 .................................................................................................................................... 4
Developmental tasks and challenges related to physiological functioning, temperament, and
attachment .............................................................................................................................. 4
Disorders of attachment ......................................................................................................... 6
Chapter 11 .................................................................................................................................. 7
Developmental tasks and challenges related to emotion experiences, fear, and worries ....... 7
Anxiety disorders ................................................................................................................... 8
Obsessive-compulsive disorder .............................................................................................. 9
Somatic symptom disorders ................................................................................................. 10
Developmental course .......................................................................................................... 10
Etiology ................................................................................................................................ 11
Assessment and diagnosis .................................................................................................... 12
Intervention .......................................................................................................................... 12
Chapter 10 ................................................................................................................................ 13
10.1: Overview of mood disorders ....................................................................................... 13
10.2: Depressive disorders ................................................................................................... 13
10.3: Major depressive disorder (MDD) .............................................................................. 14
10.4: Persistent depressive disorder (P-DD) (dysthymia) .................................................... 14
10.5: Disruptive mood dysregulation disorder (DMDD) ..................................................... 15
10.6: Associated characteristics of depressive disorders ...................................................... 15
10.7: Theories of depression ................................................................................................ 16
10.8: Causes of depression ................................................................................................... 17
10.9: Treatment of depression .............................................................................................. 18
10.10: Bipolar disorder (BP) ................................................................................................ 19
Chapter 13 ................................................................................................................................ 20
Developmental tasks and challenges related to stress and coping ....................................... 20
Maltreatment ........................................................................................................................ 22
Trauma- and stressor-related disorders ................................................................................ 22
Developmental course .......................................................................................................... 23
Etiology ................................................................................................................................ 24
Assessment and diagnosis .................................................................................................... 24
Intervention .......................................................................................................................... 25
,Chapter 14 ................................................................................................................................ 25
14.1: How eating patterns develop ....................................................................................... 25
14.2: Obesity ........................................................................................................................ 26
14.3: Feeding and eating disorders first occurring in infancy and early childhood ............. 27
14.4: Eating disorders of adolescence .................................................................................. 28
Verdiepende en Aanvullende Colleges ..................................................................................... 32
VAC 7: Hechting en angst .................................................................................................... 32
VAC 8: Persoonlijkheidspathologie ..................................................................................... 35
VAC 9: Depressie en stemmingsproblematiek ..................................................................... 36
VAC 10: Eetproblematiek .................................................................................................... 39
VAC 11: Trauma ................................................................................................................... 41
VAC 12: Huiselijk geweld en kindermishandeling .............................................................. 42
, Chapter 9
Disorders or Early Childhood (p 297-306, p 310-316)
Developmental tasks and challenges related to physiological functioning, temperament, and
attachment
Infants interact with their personal and material worlds in ways that promote physical,
emotional, intellectual, and social development. Three biobehavioural shifts that signal
important intrapersonal and interpersonal changes:
1. 2-3 months of age: infants and caregivers are getting used to the child being
extrauterine instead of intrauterine;
2. 7-9 months of age: most babies communicate their feelings and intentions through
gestures and vocalizations, play with toys, and have daily and nightly schedules;
3. 18-20 months of age: toddlers are walking and talking and are increasingly
independent explorers of their many environments.
The sleep-wake system undergoes dramatic change over the early years of life. High quality
sleep is associated with cognitive development and behaviour and emotion regulation as well
as well-being across the lifespan.
Temperament traits: early-emerging basic dispositions in the domains of activity, affectivity,
attention, and self-regulation, and these are the product of complex interactions among
genetic, biological, and environmental factors across time. Two dimensions:
1. Reactivity: the infant’s excitability and responsiveness;
2. Regulation: what infants do to control their reactivity.
Dimensions of temperament:
• Surgency: infant and toddler sociability and positive emotionality;
• Negative affectivity: infant and toddler predispositions to experience fear and
frustration/anger;
• Effortful control: infant and toddler attempts to regulate stimulation and response.
Temperament profiles:
• Typical patterns of emotion, activity, and regulation;
• High reactivity + high negative affect + regulation difficulties;
• High reactivity + high fear + regulation difficulties;
• High reactivity + positive affect + a range of regulation responses.
Prenatal risk, parent characteristics (warmth and positive and negative control), caregiver
influence all have an effect on the child’s temperament.
Goodness of fit: the interplay between infant temperament and parenting.
,Differential susceptibility: infants and toddlers with ‘risky temperaments’ are both more
likely to be negatively affected by problematic parenting and other adverse external context
and to be positively impacted by responsive parenting and positive external contexts.
Understanding temperament in young children is the first step toward understanding the
development of personality.
Temperament traits are consistently
displayed and progressively more stable
over development, with moderate stability
by preschool and increasing stability over
childhood. The most extreme temperament
profiles exhibit the most stability.
Attachment relationships: reflect the degree
to which infants experience safety, comfort, and affection.
Sense of self: the earliest set of cognitions and emotions focused on the infant as a separate
being.
Understanding of others and the world: early beliefs about unfamiliar adults and children
along with the new situations in which infants so often find themselves.
Protection and survival of the infant (the most critical advantage of attachment) are linked to
several defining features of caregivers:
1. Providing a safe haven, a person the infant can turn to for comfort and support;
2. Allowing for proximity maintenance for an infant who seeks closeness and resist
separation;
3. Establishing a secure base, a person whose presence serves as a source of security
from which children can explore the world and can reliably return.
Patterns of attachment can be characterized as secure or insecure. Child-caregiver attachment
patterns are relationship-specific: depending on the relationship history with a caregiver,
children may display one pattern with one parent and another pattern with another parent.
Types of attachment:
• Secure attachment: the caregiver responds sensitively, consistently, and appropriately
to an infant’s needs;
• Resistant attachment (anxious/ambivalent attachment): related to inconsistency or
unpredictability;
• Avoidant(/anxious) attachment: related to inadequate care;
• Disorganized attachment: a pattern of care in which the caregiver is perceived as
frightening, frightened, malicious, or a source of alarm. This pattern is also common in
children who have experienced long or repeated separations from a caregiver.
, Parental sensitivity: the ability to accurately interpret infant needs and to respond
appropriately and promptly. This is viewed as the most important factor that influences
attachment parent that children develop.
Successful resolutions (soothing and comforting) in stressful context contribute to secure
attachment outcomes.
Caregiver environments are multidimensional. According to the neglect-enrichment
continuum, environments differ with respect to emotional and cognitive input provided by
caregivers.
Attachment is a critical challenge and meaningful achievement, because:
1. Early attachment processes are bound up with early neurological and physiological
development, with evidence supporting brain and behavioural synchrony;
2. The attachment relationship influences the emergence and organization of emotion
regulation and highlights the central role of emotion in early personality development;
3. The attachment relationship provides a relationship prototype as well as a way to
model how to behave in relationships;
4. Early attachment is linked to later positive socioemotional and health outcomes.
Irritability: is reflected in a child’s low threshold for experiencing agitation, frustration, and
anger in response to a blocked goal or blocked reward. There is an increasing frequency of
disorders as children display more
extreme irritability. Two components:
1. Persistent cranky, grumpy, or
angry mood;
2. Behavioural outbursts of intense
anger (dysregulation).
Disorders of attachment
Reactive attachment disorder (RAD): absent/very limited
attachment behaviours, failure to seek comfort when distressed,
reduced social and emotional reciprocity, reduced positive emotion,
increased negative emotion, and poor emotion regulation. It reflects
significant deficits in the development of self and socioeconomical
functioning.
➔ It is rare and almost always diagnosed in children with very
adverse experiences.
Disinhibited social engagement disorder (DSED): lack of
wariness, an inappropriate approach to strangers, and a lack of physical and social boundaries.
Children with disorders of attachment exhibit patterns that reflect internalized beliefs that they
are unwanted, unlovable, and not deserving of care.
Boek en Verdiepende en Aanvullende Colleges
Universiteit Utrecht
2024-2025
[202100061]
,Table of Contents
Chapter 9 .................................................................................................................................... 4
Developmental tasks and challenges related to physiological functioning, temperament, and
attachment .............................................................................................................................. 4
Disorders of attachment ......................................................................................................... 6
Chapter 11 .................................................................................................................................. 7
Developmental tasks and challenges related to emotion experiences, fear, and worries ....... 7
Anxiety disorders ................................................................................................................... 8
Obsessive-compulsive disorder .............................................................................................. 9
Somatic symptom disorders ................................................................................................. 10
Developmental course .......................................................................................................... 10
Etiology ................................................................................................................................ 11
Assessment and diagnosis .................................................................................................... 12
Intervention .......................................................................................................................... 12
Chapter 10 ................................................................................................................................ 13
10.1: Overview of mood disorders ....................................................................................... 13
10.2: Depressive disorders ................................................................................................... 13
10.3: Major depressive disorder (MDD) .............................................................................. 14
10.4: Persistent depressive disorder (P-DD) (dysthymia) .................................................... 14
10.5: Disruptive mood dysregulation disorder (DMDD) ..................................................... 15
10.6: Associated characteristics of depressive disorders ...................................................... 15
10.7: Theories of depression ................................................................................................ 16
10.8: Causes of depression ................................................................................................... 17
10.9: Treatment of depression .............................................................................................. 18
10.10: Bipolar disorder (BP) ................................................................................................ 19
Chapter 13 ................................................................................................................................ 20
Developmental tasks and challenges related to stress and coping ....................................... 20
Maltreatment ........................................................................................................................ 22
Trauma- and stressor-related disorders ................................................................................ 22
Developmental course .......................................................................................................... 23
Etiology ................................................................................................................................ 24
Assessment and diagnosis .................................................................................................... 24
Intervention .......................................................................................................................... 25
,Chapter 14 ................................................................................................................................ 25
14.1: How eating patterns develop ....................................................................................... 25
14.2: Obesity ........................................................................................................................ 26
14.3: Feeding and eating disorders first occurring in infancy and early childhood ............. 27
14.4: Eating disorders of adolescence .................................................................................. 28
Verdiepende en Aanvullende Colleges ..................................................................................... 32
VAC 7: Hechting en angst .................................................................................................... 32
VAC 8: Persoonlijkheidspathologie ..................................................................................... 35
VAC 9: Depressie en stemmingsproblematiek ..................................................................... 36
VAC 10: Eetproblematiek .................................................................................................... 39
VAC 11: Trauma ................................................................................................................... 41
VAC 12: Huiselijk geweld en kindermishandeling .............................................................. 42
, Chapter 9
Disorders or Early Childhood (p 297-306, p 310-316)
Developmental tasks and challenges related to physiological functioning, temperament, and
attachment
Infants interact with their personal and material worlds in ways that promote physical,
emotional, intellectual, and social development. Three biobehavioural shifts that signal
important intrapersonal and interpersonal changes:
1. 2-3 months of age: infants and caregivers are getting used to the child being
extrauterine instead of intrauterine;
2. 7-9 months of age: most babies communicate their feelings and intentions through
gestures and vocalizations, play with toys, and have daily and nightly schedules;
3. 18-20 months of age: toddlers are walking and talking and are increasingly
independent explorers of their many environments.
The sleep-wake system undergoes dramatic change over the early years of life. High quality
sleep is associated with cognitive development and behaviour and emotion regulation as well
as well-being across the lifespan.
Temperament traits: early-emerging basic dispositions in the domains of activity, affectivity,
attention, and self-regulation, and these are the product of complex interactions among
genetic, biological, and environmental factors across time. Two dimensions:
1. Reactivity: the infant’s excitability and responsiveness;
2. Regulation: what infants do to control their reactivity.
Dimensions of temperament:
• Surgency: infant and toddler sociability and positive emotionality;
• Negative affectivity: infant and toddler predispositions to experience fear and
frustration/anger;
• Effortful control: infant and toddler attempts to regulate stimulation and response.
Temperament profiles:
• Typical patterns of emotion, activity, and regulation;
• High reactivity + high negative affect + regulation difficulties;
• High reactivity + high fear + regulation difficulties;
• High reactivity + positive affect + a range of regulation responses.
Prenatal risk, parent characteristics (warmth and positive and negative control), caregiver
influence all have an effect on the child’s temperament.
Goodness of fit: the interplay between infant temperament and parenting.
,Differential susceptibility: infants and toddlers with ‘risky temperaments’ are both more
likely to be negatively affected by problematic parenting and other adverse external context
and to be positively impacted by responsive parenting and positive external contexts.
Understanding temperament in young children is the first step toward understanding the
development of personality.
Temperament traits are consistently
displayed and progressively more stable
over development, with moderate stability
by preschool and increasing stability over
childhood. The most extreme temperament
profiles exhibit the most stability.
Attachment relationships: reflect the degree
to which infants experience safety, comfort, and affection.
Sense of self: the earliest set of cognitions and emotions focused on the infant as a separate
being.
Understanding of others and the world: early beliefs about unfamiliar adults and children
along with the new situations in which infants so often find themselves.
Protection and survival of the infant (the most critical advantage of attachment) are linked to
several defining features of caregivers:
1. Providing a safe haven, a person the infant can turn to for comfort and support;
2. Allowing for proximity maintenance for an infant who seeks closeness and resist
separation;
3. Establishing a secure base, a person whose presence serves as a source of security
from which children can explore the world and can reliably return.
Patterns of attachment can be characterized as secure or insecure. Child-caregiver attachment
patterns are relationship-specific: depending on the relationship history with a caregiver,
children may display one pattern with one parent and another pattern with another parent.
Types of attachment:
• Secure attachment: the caregiver responds sensitively, consistently, and appropriately
to an infant’s needs;
• Resistant attachment (anxious/ambivalent attachment): related to inconsistency or
unpredictability;
• Avoidant(/anxious) attachment: related to inadequate care;
• Disorganized attachment: a pattern of care in which the caregiver is perceived as
frightening, frightened, malicious, or a source of alarm. This pattern is also common in
children who have experienced long or repeated separations from a caregiver.
, Parental sensitivity: the ability to accurately interpret infant needs and to respond
appropriately and promptly. This is viewed as the most important factor that influences
attachment parent that children develop.
Successful resolutions (soothing and comforting) in stressful context contribute to secure
attachment outcomes.
Caregiver environments are multidimensional. According to the neglect-enrichment
continuum, environments differ with respect to emotional and cognitive input provided by
caregivers.
Attachment is a critical challenge and meaningful achievement, because:
1. Early attachment processes are bound up with early neurological and physiological
development, with evidence supporting brain and behavioural synchrony;
2. The attachment relationship influences the emergence and organization of emotion
regulation and highlights the central role of emotion in early personality development;
3. The attachment relationship provides a relationship prototype as well as a way to
model how to behave in relationships;
4. Early attachment is linked to later positive socioemotional and health outcomes.
Irritability: is reflected in a child’s low threshold for experiencing agitation, frustration, and
anger in response to a blocked goal or blocked reward. There is an increasing frequency of
disorders as children display more
extreme irritability. Two components:
1. Persistent cranky, grumpy, or
angry mood;
2. Behavioural outbursts of intense
anger (dysregulation).
Disorders of attachment
Reactive attachment disorder (RAD): absent/very limited
attachment behaviours, failure to seek comfort when distressed,
reduced social and emotional reciprocity, reduced positive emotion,
increased negative emotion, and poor emotion regulation. It reflects
significant deficits in the development of self and socioeconomical
functioning.
➔ It is rare and almost always diagnosed in children with very
adverse experiences.
Disinhibited social engagement disorder (DSED): lack of
wariness, an inappropriate approach to strangers, and a lack of physical and social boundaries.
Children with disorders of attachment exhibit patterns that reflect internalized beliefs that they
are unwanted, unlovable, and not deserving of care.
