a. Continuous models of psychopathologyi. Emphasize gradual transition from normal range (of feelings thoughts and behaviors) to clinically significant problems1. Ex- ticking time bombb. Discontinuous models of psychopathologyi. Emphasize differences between distinct patterns of emotion, cognition and behavior that are within the normal range and those that define clinical disorders1. Ex- abrupt changec. Physiological (Biological) modelsi. Propose that there is a physiological basis for all psychological processes1. Structural2. Chemicald. Psychological modelsi. Propose that there are affective, cognitive, and/or environmental factors involved1. Behavioral2. Cognitive3. Constructivist4. Humanistic5. Psychodynamice. Most clinical scientists recognize that most children and adolescents:i. Actually display symptoms in a manner that is a mix between continuous and discontinuousii. There is a delicate and complex interaction between physiology and psychology, and youth and environment1. Simply, life is hard sometimesPSYC 4620 Lecture 3 Outline of Last Lecture I. Defining Abnormal Behaviora. Developmental EpidemiologyII. Costs of Abnormal Behaviora. Unnoticed/noticedb. EffectsIII. Field of Abnormal Child Psychologya. Recent studyIV. Major Distinctiona. Continuousb. DiscontinuousOutline of Current Lecture II. Major DistinctionA. ContinuousB. DiscontinuousC. Physiological (biological)D. PsychologicalIII. Theoretical Modelsa. Psychodynamicb. Behavioralc. Cognitived. Humanistice. Socioculturalf. FamilyIV. Brofenbrenner’s Bioecological Modela. Similar to biopsychosocialV. Biological Perspectivea. Genetic Influencesb. Neurochemical Influencesc. Hormonal InfluencesVI. Models of Child Development, Psychopathology and TreatmentThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.Current LectureI. Major Distinctiona. Continuous models of psychopathologyi. Emphasize gradual transition from normal range (of feelings thoughts andbehaviors) to clinically significant problems1. Ex- ticking time bombb. Discontinuous models of psychopathologyi. Emphasize differences between distinct patterns of emotion, cognition and behavior that are within the normal range and those that define clinical disorders1. Ex- abrupt changec. Physiological (Biological) modelsi. Propose that there is a physiological basis for all psychological processes1. Structural2. Chemicald. Psychological modelsi. Propose that there are affective, cognitive, and/or environmental factors involved1. Behavioral2. Cognitive3. Constructivist4. Humanistic5. Psychodynamice. Most clinical scientists recognize that most children and adolescents:i. Actually display symptoms in a manner that is a mix between continuous and discontinuousii. There is a delicate and complex interaction between physiology and psychology, and youth and environment1. Simply, life is hard sometimesII. Theoretical Modelsa. Psychodynamici. Emphasize unconscious cognitive, affective, and motivational processesb. Behaviorali. Explain how both normal and abnormal behaviors are gradually acquired via processes of learning1. Classical conditioning, operant conditioning, observational learning and relational learningc. Cognitivei. Focus on the components and processes of the mind and mental developmentd. Humanistici. Emphasize personally meaningful experiences and often focus on positivefactorse. Socioculturali. Emphasize importance of social context, including gender, race, ethnicity, and socioeconomic statusf. Familyi. Can use any of the above theories individually or along with the family model1. Model in which a child’s personality, strengths and pathologies areviewed within the dynamics of the family2. EX: aggressive child in the classroom seems pathological, but you have to take into account that their family might just cope with issues through aggressionIII. Brofenbrenner’s Bioecological Modela. Similar to biopsychosociali. Individual child factors (gender, age)ii. Microsystem1. People and things in every day life (ie parents)iii. Mesosystem1. Interconnections (interactions) between micro and exo (school and home)iv. Exosystem1. Social settings that influence indirectly (ie parents’ marriage)v. Macrosystem1. Attitude, beliefs, practices of culture (individual success)vi. Chronosystem1. Multidirectional, always evolving change that affects all other levels (big events that occur to cause a shift in lower levels)IV. Biological Perspectivea. In extreme formi. Diseases of brain and CNSii. Distinct symptoms caused by genetic, neurochemical and/or hormonal factorsb. Important terms**i. Neural Plasticity – structural or functional changes that occur in the brainas the result of maturation and experience (continues throughout life but occurs most commonly from 0-3 yrs and 10-14 yrs) has pros and consii. Pruning – trimming of unused and non-specialized neurons and their interconnectionsiii. Cerebral Cortex – neural tissue that covers the cerebrum and cerebellum;part of the brain involved in attention, thought, awareness, memory and languageiv. Hippocampus – part of the brain involved in learning, memory and emotionv. Genotype – an individual’s genetic makeup (genes, DNA)vi. Phenotype – the observable characteristics associated with an individual’s genes (physical traits)c. Genetic Influencesi. Genes are segments of DNA that produce proteins which control process responsible functions1. They don’t determine any behavior DIRECTLY; they are more probabilistic influences (they can predict proneness, vulnerability, etc)2. Most influences are polygenetic (in terms of psychology)3. Twin, adoption, family aggregation designs (shared and nonsharedinfluences)ii. There is not one psychological or psychiatric disorder associated with onlyONE geneV. Models of Child Development, Psychopathology and Treatmenta. Behavior Geneticsi. Study of how behavior and genes affect one another (links genes, brain and behavior)ii. Collaboration between social scientists and genetic researchersiii. Central to the study of developmental psychology 1. Study direct and indirect ways in which the environment (including experience) influences gene expression (phenotype)b. Diathesis-stress