CLP4134. Abnormal Child Psychology Unit 1Ch. 1 Intro: Normal & Abnormal Behavior among Children & AdolescentsI. Four Fundamental Questions a. Who has a problem?b. How unusual? c. What is abnormal? d. How to restore typical development? II. Early Psychological Attributions a. Life experiences matter b. Typical development c. Onset & course of disorder III. Behaviorism a. John Watson i. “Give me a dozen healthy infants…”ii. Little Albert IV. Classical Conditioning: Car Wreck a. Before Conditioning i. Unconditioned stimulus >> unconditioned response ii. Neutral stimulus >> No conditioned response b. During Conditioning i. Car wreck >> Unconditioned response c. After conditioning i. Conditioned stimulus >> conditioned response V. Defining Psychological Disorders a. Specific symptoms, and 1 or more of…i. Distress ii. Impairment iii. Risk of Future harm/impairment b. Symptoms & distress or impairment c. Common thread? d. What is notable absent? i. Cause >>> Effect VI. Effects of Diagnostic Labels a. Treatment i. Communication among providers ii. Explain symptoms to patients b. Research i. Describe groups of symptoms ii. Create and test treatments c. Stigma? i. Stigma : ii. Impact on diagnosis iii. Impact on treatment VII. Developmental Pathways 1CLP4134. Abnormal Child Psychology Unit 1a. Developmental pathway : sequence of events that may be related to a disorder b. Multi- finality : similar beginning, different observed outcomes c. Equi -finality : same outcome, different observed previous experience VIII. Risk & Protective Factors a. Definitions & Examples i. Risk 1. i.e., poverty, poor childcare, parent death, low birth weight ii. Protective 1. i.e., average or higher IQ, family network iii. Impact is complex IX. Prevalence & Treatment Optionsa. Prevalence rates : refers to all cases, whether new or previously existing, observed during a specified period of time (i.e., the number of teens with conduct disorder in the general population during 2007 and 2008) i. Point prevalenceii. Lifetime prevalence –indicates whether children in the sample have had the disorder at any time in their lives iii. Treatment options X. Poverty as a Risk Factor a. General, not specific b. Indirect effect c. Direct causes of risk?XI. Race & Ethnicity a. 44% in 2011, 62% in 2050 b. No real difference in prevalence c. Difference in treatment access XII. Culture a. “…values, beliefs and practices”b. What does shyness mean?c. Limits to generalizability?i. Compatibility XIII. Sex Differences a. Internalizing i. Same at age 4 and boys increase continuously and girls start to decrease around age 10 b. Externalizing i. Boys & Girls very different at young age and decreases over time to become very similar around age 18 c. In prevalence rates i. Boys: hyperactivity, disruptive, learning ii. Girls: anxiety, depression*, eating d. But why? 2CLP4134. Abnormal Child Psychology Unit 1i. Definitions?ii. Reporting bias? iii. Actual differences in underlying disorder?Ch. 2 Theories & Causes I. Etiology a. Etiology : interconnected system of influences on (not causes of) an observed outcome (i.e., disorder, level of adaptive behavior) b. Practical Limitations II. Multiple Causes a. Not motivation alone b. Other causes?i. Genetic ii. Family iii. Peer c. Biological, social, and psychological factors all contribute to mental health III. Interdependence a. Environment influences child b. Child influences environment c. Which is first ?d. “Transactional” model IV. Continuity & Discontinuity a. Definitionsi. Continuity : ii. Discontinuity : b. Symptoms often emerge slowly c. Aggressive preschool child ? d. Risk & protective factors V. Integrative Approach a. No single theory is enough i. Development of the individual ii. Biology iii. Psychological factors iv. Family & cultural factors b. Not competing explanations VI. Adaptive Behavior a. Adaptive behavior : b. Three components i. Skills ii. Frequent iii. Infrequent c. Importance of context VII. Organization of Development a. Typical sequence 3CLP4134. Abnormal Child Psychology Unit 1b. Basic >> Complex c. Sensitive period i. Different for each skill ii. Not absolutes d. “Adaptational failure” VIII. Neural Plasticity a. Neural plasticity : b. Another transactional process c. Various types of experience IX. Genetic Influence on Behavior a. Basics b. Limitations i. Not destiny ii. Never direct influence iii. Rarely a single gene c. Not if, but how much? d. Mechanism of influence i. Gene >> protein ii. Protein >> brain structure or function iii. Brain >> response tendency e. Another transactional process? i. Epigenetic ii. Self-selection of environment X. Behavioral Genetics a. Familial aggregation i. Examples: ii. Limitation? b. Twin studies i. MZ vs. DZ twins ii. Limitations? XI. Molecular Genetics a. Specific DNA sequence predicts behavior b. Doesn’t explain how c. Rarely a single gene XII. Neurobiological Influences: Structure & Function a. Each region has a purpose b. Some are disorder-specific c. Regions mature at different times XIII. Neurobiological Influences: Endocrine System a. Hormones produced in brain b. Travel to organ via blood c. More detail in specific disorders XIV. Neurobiological Influences: Neurotransmitters a. Communication within brain b. More like letters than words 4CLP4134. Abnormal Child Psychology Unit 1c. Target of psychotropic medication i. Seek to increase or decrease specific NT ii. Not directly related to a specific behavior XV. Function of Emotions a. Activates fight-or-flight response b. Highlights important stimuli c. Useful or distracting? XVI. (Mal)adaptive Emotions a. Context matters i. Oppositional behavior [?]ii. Ambiguous situations iii. “Leftover” response patterns b. Infants look to caregivers when uncertain c. Relation to anxiety pathology?XVII. Emotion Reactivity & Regulation a. Reactivity: i. “individual differences in the threshold and intensity of emotional experience” ii. Regulation / “dysregulation” XVIII. Temperament & Personality a. Evident in first days of life b. Definition i. Style of behavior ii. Appears early iii. Influences how child is treated (how?)c. Influences probability of any given disorder XIX. Dimensions of Temperament a. DIFFERENT FROM BOOK XX. Dimensions of Temperament a. Positive Emotionality i. Predisposition or sensitivity to positive emotions, approach motivation, sociability b. Negative Emotionality i. Predisposition or sensitivity to