1
Q
etiology
A
the study of the causes of disorders
2
Q
developmental psychopathology perspective
A
- problems that arise are a result of multiple interacting factors and causes to lead to the current presentation
- must look beyond current symptoms to consider developmental pathways (disorders can morph from one to another)
- children and environments are interdependent (transactional view)
3
Q
continuous development
A
- trajectory is smooth: gradual, incremental, quantitative (we can predict where we might be in the future)
4
Q
discontinuous development
A
- qualitative difference in kind, abrupt changes (where you are now isn’t predictive of where you’ll be later)
5
Q
organization of development
A
early patterns of adaptation evolve with structure over time
6
Q
sensitive periods
A
windows of time during which environmental influences on development will be enhanced (like language in early years or the months in fetal development)
7
Q
differentiation and integration
A
development can be cumulative, skills are based on the accumulation of abilities you already have
8
Q
biological perspectives
A
- neurobiological: brain is the underlying cause of disorders
- the brain’s function is use-dependent (neural plasticity for nurture, also influence of nature)
- early caregiving and nutrition will affect your brain development
9
Q
maturation of the brain
A
- basic sensory and motor skills in first 3 years of life
- perceptual and instinctive centers are affected by early childhood
- PFC and cerebellum are rewired around 5-7 years
- major restructuring due to pubertal development around 9-11 years and during adolescence
- these are all sensitive periods - interfering will result in specific difficulties
10
Q
gene-environment interaction
A
- expression of genetic influences are malleable and responsive to social environment
11
Q
behavioural genetics
A
- connections between genetic predispositions and observed behaviour
12
Q
molecular genetics
A
- causal factors in genetic mutations (identifying genes linked to childhood behaviours)
13
Q
passive GxE interaction
A
- simple association between gene and environment (kids with genes that code for reading aptitudes likely have parents that passed those genes and who created an environment that develops those abilities)
14
Q
evocative GxE interaction
A
- you elicit reactions from your environment as a function of who you are/your genes (teachers pick up on reading abilities and enrolls in AP English)
15
Q
active GxE interaction
A
- your genetic predispositions make you seek out certain environments (seeking challenging reading material)
16
Q
when are GxE influential over a lifetime
A
- passive is more important earlier in life, then decreases (environments are created by other people)
- active gets more important as you age (gaining more agency over your environment)
- evocative stays the same over the course of development (you’re always eliciting reactions from your environment)
17
Q
brain circuits
A
- neurons that are more sensitive to a particular neurotransmitter cluster together
18
Q
benzodiazepine-GABA functions and psychopathology
A
- reduces arousal and moderates emotional reactions like anger, hostility, aggression, linked to feelings of anxiety and discomfort
- plays a role in anxiety disorders
19
Q
dopamine functions and psychopathology
A
- acts as a switch to turn on brain circuits to allow other neurotransmitters to promote or inhibit emotions or activity, involved in exploratory, pleasure, extroverted
- plays a role in many disorders like schizophrenia, mood disorders, ADHD (lower levels of dopamine)
20
Q
norepinephrine functions and psychopathology
A
- facilitates/controls emergency reactions and alarm responses, important in emotional and behavioural regulation
- not directly tied to any disorders
21
Q
serotonin functions and psychopathology
A
- information and motor coordination, inhibits children’s tendency to explore environments, moderates and regulates critical behaviours like eating, sleeping, expressing anger
- regulatory problems like eating and sleep disorders, OCD, schizophrenia and mood disorders
22
Q
psychological perspectives
A
- emotions play a role in allowing infants to adapt to new surroundings
- Bx and cognitive processes assist children in making sense of the world
23
Q
emotional influences
A
- emotions are a core aspect of psychological experiences
- tell us what to pay attention to/ignore
- affect the quality of our social relationships
- central feature of infant activity and regulation
- internal monitoring - to guide future Bx (helping kids label what emotion they’re feeling helps give insight into their experience and guide internal monitoring)
24
Q
emotional reactivity:
A
- individual differences in the threshold and intensity of emotional experiences (high highs and low lows vs. not ecstatic or depressed)
- can be indicative of normal/abnormal development (rapidly fluctuating of extreme emotions or blunted affect)
25
emotion regulation
- enhancing, maintaining, or inhibiting emotional arousal
- important signal of normal/abnormal development
26
surgency
- temperament (emotional influence)
- positive affect and approach
- tendency to actively and confidently approach new experiences
- lowers your vulnerability, more related to positive outcomes (differential susceptibility hypothesis)
27
effortful control
- temperament dimension (emotional influence)
- fearful or inhibited
- ability to shift and control attention and inhibit behavioural responses, fearful and anxious
28
negative affectivity
- temperament dimension (emotional influence)
- tendency toward a low mood, easily frustrated, irritability especially in kids
29
temperament
- organized style of Bx that appears early in development
- precursor to personality that is more biologically-based (vs. attachment style that is more learned)
- shapes the transactional interaction between the kid and environment
- can be linked to psychopathology or risk conditions
30
high self-regulation temperament
- balance of emotional reactivity and behavioural inhibition
- might lower your vulnerability to developing psychopathology
- good formula for normal, healthy development
31
applied behaviour analysis
- learning and development through operant conditioning
- positive and negative reinforcement/punishment, extinction
- Bx are a function of their antecedents and consequences
32
cognitive theory
- how thought patterns develop over time
33
social-cognitive perspective
- how children think about themselves and others
- mental representations of yourself, others, the world which are constantly being shaped by your experiences
- latent learning: learning without reinforcement through modelling and watching (beyond operant/classical conditioning)
34
behavioural and cognitive influences
- applied behaviour analysis
- classical conditioning
- cognitive theorists
- social-cognitive theories
35
attachment
- the process of establishing and maintaining an emotional bond with parents or other significant individuals
- an internal working model of relationships comes from that first crucial relationship
- assessed with the strange situation
36
secure attachment characteristics
- actively explores when the caregiver acts as a safe base
- comfortable with the stranger if the caregiver is present
- mildly distressed when caregiver leaves, but quickly calmed and happy to be reunited when the caregiver returns
- parenting style is sensitive and responsive
- 60% of infants display this type - protective function against disordered outcomes
37
resistant attachment characteristics
- clingy, no exploratory behaviour when caregiver acts as a safe base
- fearful of the stranger even when caregiver is present
- extremely upset when the caregiver leaves, ambivalent when they return (like resentful)
- parenting style is inconsistent and unresponsive
- about 10% of infants display this type
- risk factor for internalizing problems - phobias, anxiety, psychosomatic Sx, depression
38
avoidant attachment characteristics
- exploratory behaviour isn't as constructive as secure
- indifferent to stranger and caregiver
- indifferent to the caregiver's departure and return
- parenting styles is rejecting-unresponsive or intrusive/overly stimulating
- about 15% of infants display this type
- risk factor for conduct disorders, aggressive Bx, depression
39
disorganized-disoriented attachment
- no exploratory Bx
- confused responses to stranger
- unpredictable protests to caregiver leaving
- confused upon caregiver's return (sometimes approaches, sometimes avoids)
- parenting style is frightened/overwhelmed and frightening (abuse)
- about 15% of infants display this type
- no consensus about psychopathology risks - wide range of personality disorders
40
family context in child psychopathology
- family system as a place where risk or protective factors can be important
- reciprocal influences between family members and complex relationships within families
- processes that occur within disturbed families - maladaptive communication and exposure to stress
- most attention is given to mother-child and marital couple (less to siblings and father-child)
- how the family deals with typical and atypical stress is crucial to a child's adjustment and adaptation (coping skills, resources, family functioning, nature/severity of stress)
- good trust and communication might make it easier to navigate stressors
- major family and individual issues interfere with consistent childcare needs
41
family, social, cultural perspectives
- proximal and distal events in social and environmental contexts have large impacts on development
- shared and nonshared environments
42
shared environment
- produce similarities in developmental outcomes (similar risks and protective factors)
- living in the same place, same school, same neighbourhood
43
nonshared environment
- produce behavioural differences among siblings
- not in the same classroom, not the same extracurriculars
- might diverge in functioning over time
44
Bronfenbrenner's bioecological model
- microsystems influences the child directly (biological genetics and psychological characteristics, people closely related to the child that lay the foundation for future functioning)
- mesosystems: interactions between agents in the microsystem (parent-teacher conferences)
- exosystems: social settings that don't involve the child (how a parent is treated at work)
- macrosystems: cultural elements of society, sociopolitics, geographic location
- chronosystem: environmental changes that occur over a lifespan, changes the exo, meso, microsystems
- recognizes GxE interactions (heritability varies depending on the ecological environment)
45
strengths and weaknesses of the bioecological model
- S: conceptualizes development as a product of biological and environmental forces interacting
- W: never provides a coherent picture of development (it always 'depends'), human development may be more predictable than this model implies
- W: culture may not belong in the macrosystem, instead it should permeate through all levels of the system (updated model)
WINTER 2024
flashcards
Decks in class (28)
# Cards
-
412 Chapter 141
-
412 Chapter 245
-
412 Statistics14
-
412 Research38
-
ADHD33
-
Disruptive Behaviour Disorders54
-
337 DSM criteria26
-
412 DSM criteria49
-
412 DSM criteria midterm 233
-
412 Substance Use14
-
412 Anxiety33
-
412 Depression38
-
412 IDD34
-
412 ASD34
-
337 M1118
-
337 criteria M220
-
337 suicide and NSSI42
-
337 SUD/AUD49
-
337 personality26
-
337 BPD & ASPD54
-
337 Schizophrenia53
-
412 post-M284
-
412 pre-M1217
-
412 pre-M2187
-
306 final142
-
337 final criteria45
-
337 final342
-
337 post-M248
