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Psych 317 lecture 2.docx

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Pamela Seeds

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Psych 317
Lecture 2
Study of childhood disorders
No theory in American literature prior to 1900’s
In the past, children with various mental health and educational needs were
described in global terms, (e.g., “maladjusted”)
Better ability to distinguish among disorders has given rise to increased
and earlier recognition of problems
Today, problems of younger children and teens are better acknowledged…
You cannot outgrow or “get rid of” many neurological disorders such as ADHD
oGrowing appreciation that child psychopathology can and does lead to
adult psychopathology
Features distinguishing childhood disorders
The adults say that there is an issue that needs to be dealt with
To understand what classifies as a disorder you need to know what is normal and
at what age
Abnormality varies from culture to culture – making value judgements based on
your beliefs
Is it the indiv problem or in the relationship
oIs the child just disobedient or something about the way/interaction
between that indiv that the child is disobeying and the child
Through intervention you’re playing “catch up”
oGetting the child to where they should be based on their age and
No behaviour happens without a reason
Factors affecting rates and expression
Age differences
Socioeconomic status
Sex differences
Children in lower SES have a higher prevalence of mental disorders
Sex differences exist – externalizing problems is generally with boys;
internalizing is with girls
1/3 children experience physical or sexual abuse between 10-13
probabilistic vs. deterministic
Probabilistic – “higher chances of”
Deterministic – how something will turn out – does not usually apply to mental
disorders; many different factors that can lead to many different outcomes
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