developmental psychopathology
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developmental psychopathologyTRANSCRIPT
Developmental Psychopathology
PSY 4282009-2010 SPRING
Introduction to Developmental Psychopathology
What is Developmental Psychopathology?
Seperate discipline?
How developmentalist define the area?
Definitions “the study of the origins and course of
individual patterns of behavioural maladaptation, whatever the age of onset, whatever the causes, whatever the transformations in behavioural manifestation, and however complex the course of the developmental pattern may be” (Scroufe & Rutter, 1984)
Definitions should take into account “....the emerging
behavioural repertoire, cognitive and language functions, social and emotional processes and changes occurring in anotomical structures and physiological processes of the brain” (Institute of Medicine, 1989).
Definitions The defining features of developmental
psychopathology concepts include attention to the understanding of causal processes, appreciation of the role of developmental mechanisms, and consideration of continuities and discontinuities between normality and psychopathology. (Rutter & Sroufe,2000)
Definitions Developmental psychopathology is the
multigenerational, life course study of the biological and social transmission of the modes and forms of vulnerability and resilience (Donald Cohen,1997).
Definitions Developmental psychopathology, a
rapidly emerging scientific dicipline, is characterized by attempts to understand psychopathology from within the framework of normative developmental psychology (Luthar, Burack,Cicchetti & Weisz,1997).
Definitionsinvestigation of functioning through the assesment of ontogenetic biochemical genetic biological physiological cognitive social-cognitive representational socioemotional environmental cultural ........... influences on behaviour
Definitions
“developmental psychopathology is first and foremost
about the study of development” (Rutter)
Historical rootspublications
Achenbach 1974/1982Rutter & Garmezy, 1984Child Development, 1984Development & Psychopathology,
1989
Historical rootsThis multidisciplinary journal is devoted to the publication of papers
which address the interrelationship of normal and pathological development in adults and children. It is intended to serve and integrate the field of developmental psychopathology which strives to understand patterns of adaptation and maladaptation throughout the lifespan.
Historical rootsDevelopment & Psychopathology,
2000 “Reflecting on the Past and Planning for the
Future of Developmental Psychopathology”Child Development Perspectives,
2009“The concept of development in developmental
psychology” (Sroufe)
Historical rootsmore about normal development .....more about abnormal development ...
psychopathology is distortion or exaggeration of the normal condition
led to focus on both normal and abnormal processes
Historical rootschange in developmental psychology research
social policyapplied developmentalfocus on context
person-context relationsstudying diversity
…same rules may not apply
Defining characteristics Use of developmental theory and research to inform
issues of psychopathology
Use of insights from at-risk or atypical populations to increase our understanding of normal developmental processes
Integration of developmental, clinical perspectives with other diciplines
Derivation of implications for prevention, intervention, social policy and therapy
How does it differ from other disciplines?Discipline development focus Diagnosis &
treatment
normal abnormal adult child
Developmentalpsychopathology
--
Clinical child psychology
--
Abnormal psychology
--
Developmentalpsychology
-- --
What is psychopathology?
adaptational failure …….deviations or failure to develop age-
appropriate normsexaggeration of normal developmental
process interference in normal developmental
progress
What is psychopathology?maladaptation …
a pause, a regression or a deviation
deviancy ….intensity, frequency, duration,
situational appropriateness, age appropriateness
What is psychopathology?“Psychopathology is not a condition
that some individuals simply have or are born to have; rather, it is the outcome of a developmental process”
(Scroufe, 2009)
CONCEPTUAL ISSUES developmental psychopathologist
concerned with the origins, time course, varying manifestation
with development, precursors, transformations, relation to nondisordered patterns
CONCEPTUAL ISSUES both normal and abnormal development
occur as a qualitative reorganizations (multidirectional and dynamic
interaction)
CONCEPTUAL ISSUES developmental pathways
sequence and timing of behavioural continuities and transformations
diversity in the process and outcome Multiple contributers Varying contributers, many pathways Heterogeneity of the features
CONCEPTUAL ISSUES equifinality: different pathways similar
expressions of psychopathology
multifinality: similar pathways different forms of dysfunction
CONCEPTUAL ISSUES :Risk factors
genetic predisposition prenatal environmental hazards perinatal stress temperament parental psychopathology parental loss due to death interparental conflict
CONCEPTUAL ISSUES :Risk factors
physical abuse sexual abuse emotional abuse caregiving deficits (negative emotionality,
rejection, hostility) school changes low SES and poverty violence in the community
CONCEPTUAL ISSUES :Risk factors
community disasters out of home placement parental criminality single parenting young maternal age overcrowding
© 2006, Prentice Hall, Wicks-Nelson
Risk and Resilience
The more risks the poorer the outcomeTiming of risk importantSome risk is more predictableSome risk is tied to specific outcomesRisk for onset may differ from risk for
persistenceRisk can accumulate over time
CONCEPTUAL ISSUES :resilience
resilience…successful adaptation despite adversity
CONCEPTUAL ISSUES :protective factors
easy temperament high intelligence self efficacy positive self esteem problem solving skills self regulatory skills talents
CONCEPTUAL ISSUES :protective factors
presence of family positive parenting support from peers, adults, parents SES advantages effective schools role models outside the family
© 2006, Prentice Hall, Wicks-Nelson
CONCEPTUAL ISSUES :Continuity and Change
Homotypic Example=Autism has stable symptoms
Heterotypic Example=ADHD symptoms change with development
CONCEPTUAL ISSUES :continuity-discontinuity
some disorders are childhood specific some chronic some expressed both in childhood and
adulthood
CONCEPTUAL ISSUES :continuity-discontinuity
direct ways developing during childhood and persisting
over time experience altering physical status later
function response patterns not being appropriate
later
CONCEPTUAL ISSUES :continuity-discontinuity
indirect ways early predisposition + environmental
experiences experiences altered self-esteem
difficulties experiences selection of environment
behaviour
Challenges to the study of developmental psychopathology retrospective prediction
base rate error Dream come through = very low Times we dream
Abused child Not abused child
Abused mother 70% ?
Not abused mother
30% ?
Challenges to the study of developmental psychopathology retrospective prediction
base rate error
Pathology at 6
No pathology at 6
total
Insecure attachment
8 (40%)80%
12 (60%) 20
Secure attachment
220%
36 38
total 10 48
Challenges to the study of developmental psychopathology
retrospective prediction reliability of the information
Challenges to the study of developmental psychopathology
follow-back strategy multiple sources of information control data focus on target population data may be uneven in quality clinical population may be biased
Challenges to the study of developmental psychopathology
follow-up strategy costly drop out rigid design
nature of maladaptive behaviour studying high-risk groups and cause-effect
relationships
Perspective on intervention When and why disorder occur? How long it persist? Precursors?
timed intervention prevention times of reorganization and change resilience findings equifinality vs multifinality
MODELS OF DEVELOPMENTAL PSYCHOPATHOLOGY
MODELS OF DEVELOPMENTAL PSYCHOPATHOLOGY
Models of development Models of abnormal development
Disorder specific General theories
MODELS OF DEVELOPMENTAL PSYCHOPATHOLOGY
General theories: Psychodynamic
Freud inborn drives id,ego,superego imbalance
psychosexual stages fixation regression
defense mechanisms
General theories: Psychodynamic
Object relations theory
Parent-infant relations
General theories: Attachment models
early attachment relationship internal working models of self, others and
relationships in general
caregiver insensitivity temperament
insecure attachment
General theories: Behavioural/Social learning models
excessive, inadequate or maladaptive reinforcement histories
principles of learning applies
Vicarious and observational experience
General theories: Cognitive models
distorted or deficient cognitive structures & processes
information processing: faulty information processing
Attention, memory and others Social information processing
General theories: Cognitive models
cognitive behavioural: cognitive distortions:distorted thoughts
Structures Content products
these dysfunctionspsychopathology
Cognitive deficit vs cognitive distortion
Model of aggression
Thinking about social world Take in information Understand Interpret
Crick & Dodge (1994) Encoding social cues -interpret cause and intent of
person Consider desired outcome Select and evaluate a response Enact response
General theories: Genetic and Biological models
Genetics: Mode of inheritance Behavioural genetics
Biological influences: Brain structure and function Neuroendocrinology (hormones) Physiological mechanisms Rate of maturation Temperament
General theories: Affective models
Emotion processing
Emotional regulation
General theories: Family system models
Identified problem
Communication Cohesion and support Control and power Conflict Organization (distance and closeness)
General theories: Ecological system theory
• Family• School:
Teachers, peers
• Culture, society
General theories: Ecological system theory
Peers impact Social behaviors Intimacy Empathy development Morality Cooperation Reciprocity Negotiation skill development Conflict management Sexuality Gender roles
General theories: Ecological system theory
School Teacher support important to self esteem Dropout associated with
Low SES Academic failure Behavioral disorders Lack of family support Motivation Self concept Cognitions about learning
General theories: Ecological system theory
Neighborhoods
More ethnic minorities in poor neighborhoods Affluent neighborhoods associated with school
readiness and achievement Aggressive behavior linked to lower SES Higher rates of sexual activity associated with
lower SES
General theories: Ecological system theory
Culture, Ethnicity/Race, Minority Status Effects of violent media Acculturation-difficult process Prejudice and discrimination
Rear children to be proud of heritage Lack of health care and mental health services
General theories: Other approaches
Trait or status model: Mt1
Ct1 ---------------------- Ct2
General theories: Other approaches
Environmental model: Time of the event Continuity of the event
General theories: Interactional / transactional models
Both child and environment development Active child active environment
I. Additive model: (- att. ) * (+envi.) + outcome
General theories: Interactional / transactional models
II. Transformational model:
(- att. ) * (+envi.) (+ att. ) + outcome
(- att. ) * (+envi.) (- envi. ) - outcome
(- att. ) * (+envi.) (+ att. ),(-envi.) outcome
General theories: Interactional / transactional models
Goodness-of-fit model: Mismatch child and environment No transformation
Regression Vulnerable child
Transformational model
General theories: Interactional / transactional models
Transactional model