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Comprehensive summary of the exam 1 DP, chapters book
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Comprehensive summary for the first part exam of Developmental Psychopathology. All chapters of the book are summarized in this document.
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Developmental Psychopathology SummaryChapter 1
What is normal?
We primarily use the terms typical and atypical when
referring to development and patterns of adaptation
and maladaptation. Sometimes, however, we use the
terms normal and abnormal.
Common descriptions of normality and
psychopathology often focus on
1) statistical deviance, the infrequency of
certain emotions, cognitions, and/or behaviours;
from a statistical deviance perspective, a child
who displays too much or too little of any age-
expected behaviour (such as dependency or
assertiveness) might have a disorder.
2) sociocultural norms, the beliefs and
expectations of certain groups about what kinds
of emotions, cognitions, and/or behaviours are
undesirable or unacceptable; From a
sociocultural norm perspective, children who fail
to conform to age-related, gender-specific, or
culture-relevant expectations might be viewed
as challenging, struggling, or disordered. Keep
in mind that there is significant potential for
disparity among various sociocultural groups
and norms.
3) mental health perspectives, theoretical or
clinically based notions of distress and
dysfunction. Using the criterion of DHHS, children who have a negative
quality of life, who function poorly, or who exhibit certain kinds of
symptoms might have a disorder.
The role of values
- Adequate adaptation has to do with what is considered okay,
acceptable, or good enough.
- Optimal adaptation has to do with what is excellent, superior, or “the
best of what is possible.”
- Poor adaptation
Definitions of Psychopathology and Developmental Psychopathology
- Psychopathology: refers to intense, frequent, and/or persistent
maladaptive patterns of emotion, cognition, and behaviour.
- Developmental psychopathology: extends this description to
emphasize that these maladaptive patterns occur in the context of typical
development and results in the current and potential impairment of
infants, children, and adolescents.
,If definitions of disorder are problematic, estimates of rates of disorder are even
more so. The multipart task of estimating rates of disorder includes:
1) Identifying children with clinically significant distress and dysfunction,
whether or not they are in treatment (and most of them are not).
2) Calculating levels of general (e.g., anxiety disorders) and specific (e.g.,
generalized anxiety, separation anxiety disorder, phobia)
psychopathologies and the impairments associated with various disorders.
3) Tracking changing trends in the identification and diagnosis of specific
categories of disorder, such as autism spectrum disorder, attention deficit
hyperactivity disorder (ADHD), and depression
- Developmental epidemiology: field that focusses on frequencies and
patterns of distributions of disorders in infants, children, and adolescents.
- Prevalence: refers to the rate at which new cases arise. Random
sampling of general population is one option for estimating prevalence.
Barriers to care are widespread. A) Structural barriers like limited policy
perspectives, disjointed systems, long waiting list and the inability to pay and/or
inadequate insurance coverage. B) Barriers related to perceptions about mental
health difficulties. C) Barriers related to perceptions about mental health
services.
Tolan and Dodge propose a four-part model
1) Children and their families should d be able to access appropriate and
effective mental health services directly.
2) Child mental health should be a major component of healthy
development promotion and attention in primary care settings such as
schools, pediatric care, community programs, and other systems
central to child development.
3) Efforts should emphasize preventive care for high-risk children and
families.
4) More attention must be paid to cultural context and cultural
competence.
Stigma of mental health
Mukolo, Heflinger, and Wallston (2010) identify (1) several dimensions of stigma,
including negative stereotypes, devaluation, and discrimination; (2) two targets
of stigma, the individual and the family; and (3) two contexts of stigma, the
general public and the self/individual.
Chapter 2
The role of theory in Developmental Psychopathology
- Dimensional models of psychopathology: emphasize the ways in
which typical feelings, thoughts, and behaviours gradually become more
serious problems, which then may intensify and become clinically
diagnosable disorders. With dimensional models, there are no sharp
distinctions between adjustment and maladjustment. Dimensional models
also are referred to as continuous or quantitative.
, - Categorical models of psychopathology: in contrast, emphasize
discrete and qualitative differences in individual patterns of emotion,
cognition, and behaviour. With categorical models, there are clear
distinctions between what is normal and what is not. Categorical models
are sometimes referred to as discontinuous or qualitative.
Physiological Models
- Physiological models: propose that there is a physiological (i.e., genetic,
structural, biological, or chemical) basis for all psychological processes and
events.
Historical conceptualizations often focused on the multiple ways in which genes,
brain structure and function, and early critical periods influenced, directed, and
constrained development. Contemporary conceptualizations are even more
complex, taking into account behaviour genetics, gene-by-environment effects,
and the organization and reorganization of brain networking across development.
recent work suggests that important information about psychopathology is less
likely to come from investigations of “the dysfunction of one specific brain
region” and more likely to come from studies of the ways in which “these regions
are anatomically and functionally connected”
- Connectome: the diagram of the brain’s neural connections
In contrast to explanations of microscopic connectivity (e.g., between neurons),
explanations of the connectome focus on macroscopic connectivity (e.g.,
between brain regions), and include descriptions of nodes, hubs, and modules
- Nodes are understood in the context of numbers of connections, distances
between them, centrality, and clustering.
- Hubs are nodes with extensive connections to other nodes.
- Modules are groups of nodes with strong interconnections.
Neural plasticity illustrates several
physiological processes related to brain
development, organization, and
reorganization. It involves the
development and modification of neural
circuits, with now-conclusive evidence
that “both positive and negative
experiences can influence the wiring
diagram of the brain”
,
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