KHA302 Lecture Notes - Lecture 11: Attention, Self-Care, Macguffin
30 Jun 2018
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Lifespan development week 11: Abnormal child development
Psychopathology:
- The scientific study of psychological problems
- Will hear this term a lot
- Abnormality is determined on the basis of several characteristics that appear at
one time
oNot ever about one thing
oA cluster of things
Several characteristics
- Good definitions: of abnormality
oThere are many definitions of abnormality
Very hard to chose one
oViolations of norms
Social norms or characteristics
Or what is usual behaviour
Normal in other aspects of society
These may differ between cultures and societies
oDistress
Causing the person themselves distress
Or in many cases those around them
Subjective term:
Hard to define precisely
oDisability or dysfunction
Impaired
Creates limitations for the child
oUnexpectedness
Out of proportion behaviours to the situation or circumstances
Sense of unexpectedness
oInfrequency
In relation ot the bell curve, abnormality will exist at the outer
edges of the curve
Top and bottom 1-2% of the population
Rarity
- Developmental psychopathology:
oChildren’s mental health
oThe earlier you find the problem, the easier it is to fix
oOr put in structures that enable them to live with the abnormality
oSupports and techniques
oDevelopmental pathways:
Sequence or timing of behaviours
Not typical development
Helps to note what is atypical
- Overview: at each level of development there are normal patterns of behaviour
or development
o0-2: feeding disorders, intellectual disabilities, autism
instead or in addition to normal patterns
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eating, sleeping, attachment
stubbornness, temper, toileting difficulties
o2-5: language disorders, anxiety or phobias
o6-11: ADHD, learning disorders, OCD
o12-20: eating disorders, conduct disorders, mood disorders, anxiety,
substance abuse, schizophrenia
- DSM-5:
oLatest edition: chapters now organized to reflect the idea that
psychological problems progress in a developmental lifespan fashion
Something develop early, other later
Designed to reflect that
oDoes not classify individual, it classifies the disorder
oOnly one small part if the diagnosis:
Functionality is the biggest part: what can/cant they do and
what do they need help with, the family context too
oMost dominate diagnostic tool in psychology
- Perspective: the lifespan perspective
oAssumptions:
Multiple causes that interact in a dynamic way
People with the same disorders express the symptoms of the
disorder in many different ways
The developmental pathway leading to any specific disorder are
numerous and interactive
Common themes but the manifest of this is very different
between individuals
Look at things that we can do to DECREASE not eliminate the
risk
- Developmental disorders:
oNeurodevelopmental disorders: covers major ones but not all
Intellectual disability
Communication and learning disorders
Autism spectrum
Attention deficit/hyperactivity
Specific learning disorders
Motor disorders
oAdditional disorders:
Elimination disorders: problems with bowel or bladder
disorders
Sleep disorders
Feeding and eating disorders of infancy and early childhood
- Focusing on specific disorders:
oIntellectual disorders:
Having three components:
Significant deficits in intellectual functioning
oIQ around 70%
oTricky because of 95 CI’s etc.
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Concurrent deficits or impairment in adaptive
functioning: not their actual capacity, but what they
actually DO
oConceptual
Communication
Self direction: ability to do things for
themselves, initiation
Functional academics
oSocial:
Leisure
Social interaction
oPractical:
Community use
Home living: age appropriate,
independent care (using a spoon in
infancy, making a meal in adulthood)
Health and safety: are they are aware of
consequences
Self care
Onset in the developmental period
oSomebody who has traumatic brain injury, will
not meet this criteria because there are other
diagnostic areas for that
Severity:
Use to be based solely on an IQ test:
oNot that good at predicting outcomes
oNot this way anymore
Determined by adaptive functioning
oMakes sense
oMild, moderate, severe, profound (levels of
measurement)
How much care you need
Two categories of intellectual disorders (this remains up for
debate)
Organic:
Child shows clear organic cause
More prevalent in moderate-profound ID, with equal
distribution across SES and ethnic groups
Prenatal, perinatal and postnatal causes
oGenetic
oPrematurity, birth problems
oTrauma
Eg. Downs Syndrome, COULD be traumatic brain
injury
Outcomes are quite similar
Cultural- familial:
No obvious cause
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Abnormality is determined on the basis of several characteristics that appear at one time: not ever about one thing, a cluster of things. Good definitions: of abnormality: there are many definitions of abnormality. Very hard to chose one: violations of norms. These may differ between cultures and societies: distress. Or in many cases those around them. Hard to define precisely: disability or dysfunction. Creates limitations for the child: unexpectedness. Out of proportion behaviours to the situation or circumstances. In relation ot the bell curve, abnormality will exist at the outer edges of the curve. Top and bottom 1-2% of the population. Developmental psychopathology: children"s mental health, the earlier you find the problem, the easier it is to fix, or put in structures that enable them to live with the abnormality, supports and techniques, developmental pathways: Dsm-5: latest edition: chapters now organized to reflect the idea that psychological problems progress in a developmental lifespan fashion.
