Class Notes (811,155)
Canada (494,530)
Psychology (3,457)
PSY341H1 (55)

LECTURE 1.docx

8 Pages
Unlock Document

University of Toronto St. George
Hywel Morgan

OFFICE HOURS BY APPT WITH PROF. ASSIGNMENTS X3 3 papers – 15 % -1 pg each -difficult questions on a film -answer the question using info from class, text, and film - impress the TA – use info from outside the course – research + reference list - MAX 1.5 pg double spaced, APA - 5/5 = extremely sophisticated understanding/communication – TONNES OF REFERENCES DO NOT REFERENCE THE TEXTBOOK!!!! - know that we are thinking about the topics - use material from course, video, and outside references/sources - APA, don’t need a title page, need a reference list + in text citations - only do 3 out of 5 questions - hand in hard copy in class MIDTERM 35% Ch: 1, 2, 3, 5 - MC + SA - MC from readings, SA from lectures + videos – but just generally, will be some overlap - all material is fair game - 1.5 hrs, 1 half of class FINAL EXAM: Ch: 12, 9, 11, 8, 15, 7, + supplementary for FINAL, non cumulative – 50% - additional readings will be posted on blackboard - not cumulative LECTURE 1 -child psych is a relatively new field - founder of psychology is Freud - 1940s is when the profession of being a psychologist came about -before this they were psychiatrists & philosophers - after WW, had to study behaviour to determine what profession they were most suitable for a WW, so psychologists were TESTING - testing peopled for suitable work evolved to testing children for intelligence/mental retardation -WWII is when the field came out -after the war, child psych came out -in addition, the concept of childhood as we know it is a relatively recent development A. The history of Childhood - The further you go back in history, the lower the level of childcare - Greek & Roman times o Slaver, infanticide were all very common o In ancient documented times, children were considered adults until about the 18 Ch o Greek and roman – children were considered “little adults” o May be because of high mortality rates of children, adults may have been able to be more aloof towards children - medieval times to 17 Cth o children belong to adult society as soon as they can live without constant care of adults o married by 12 o job at age 6/7 o end of 17 C, approx., that attitudes towards children were beginning to change o this period in time we see the development of children’s games th o medieval English 17 C – THE PLAGUE –ring around the rosey o beginning of interest in providing an innocent in the beginning for new human beings o new way of looking at things develops through the renaissance – innocent beginning o the family is changing from an institution by which property is handed doth to more cohesive groups governed by morals o 18 C ideas for educations of children are changing - 18th C/ 19 Ch o philosophical ideas are developing – Locke’s Tabla Resa o the control of children has not always resided with the parents – during this time, the idea of the control of children is residing with 2 entities – church & state – not the parents o make sure they are good Christians, and want to control kids for war – soldiers - ideology o only in the last 100 years th - 20 c timeline KNOW THESE DATES o children enjoy special rights in the last 100 years o early 1900s – beginning to see institutes for the care/protection of children – orphanage (Dicken’s) – although they are more often harsh/punitive – but they were developed just for children o 1912 – watershed year – US: see the establishment of a children’s bureau, investigating matters pertaining to child welfare o 1948 – the Canadian courts decided that the rights of adults should be applied to children o 1960s – parliament enacted laws to protect disabled/retarded children o 1979 – important year – UN declared the year of the child – each and every single country that was a member of UN agreed the following:  kids health  care home + school  get skills for effective citizenship  get care for needs  kept close to social setting - this for the most part brings us up to modern times - early 1900s, children were not regarded as completely separate from adults as they are today o relatively recent history! o Charles Dicken’s book B. The development of Childhood psychopathology as a field th - This is largely occurring in the 20 C - History of psychopathology in childhood has largely been tied to adult behaviours - But this may not be appropriate because children often display behaviours that aren’t inappropriate for CHILDREN, but are inappropriate for adults - Behaviour that arouse public attention - Children typically will not be seen by a mental health professional until their behaviour becomes someone else’s problem – if its just their problem, then it typically goes untreated - Abnormal behaviour was attributed to “evil spirits”, or some sort of demonology things – always had some sort of philosophical explanation in spirituality - It wasn’t until 18thC that the ideas of the ancient Greeks became vogue again – ailments/pathology are organic in origin (physiological) o Hippocrates’ ideas were revisited – source of pathology was not spiritual but physical - Study pathology for symptoms that occur together and provide diagnoses for th them from a German scientist – Kraepelin – early 18 C – began a classification system – founder of classification systems o Idea for DSMIV can be traced back to him - Up until the last century very little was written on child disorders - There was one where literature existed because its very pervasive/obvious and has many causes and its mental retardation - mental retardation – most notable reference - mentally retarded have been historically treated with distain – not part of society - there was a concerted/conscious effort to include them into general society = MAINTSTREAMING had occurred for children - before mainstreaming, people with mental retardation were separated from society th - middle of 19 C, discovery of mechanisms of learning – and that seems to be what mentally retarded people can’t do well – can’t learn* - mentally retarded people have difficulty learning new things - the discovery of the principles of learning in the mid 19thC (simple principles of learning)  conditioning – condition can be done with mentally retarded people – operant/classical o we discovered – Pavlov, Skinner, Thorndike, the principles of conditioning o thought they could cure mental retardation using conditioning o this was not successful o a few decades later, after the discovery of conditioning, that we discovered through Mendel, GENETICS o mental retardation had a biological cause and realized that it wasn’t as easy to treat mental retardation as we thought it was before, as in the mid 19 Ch o mentally retarded children were institutionalized o wasn’t until middle of the last century 50s and 60s, that parental groups were successful at changing attitudes of the mentally retarded, and deinstitutionalizing them o early 1900s, interest was bringing to develop in the psychological issues in children st o 1 DSM published in 1952 o by mid last century we already have a classification with 2 categories of childhood disorders on them o the interest in childhood disorders was an outgrowth of mental retardation o testing began in 1940s and then was applied to testing the astlities/intelligence of children o 1 intelligence test was developed for children – invented in Europe – very famous psychologist – Binet – very quickly adapted to English @ Stanford, and still exists today – Stanford Binet Intelligence test for children – it was unique because he developed norms using a large number of data points and developed IQs  developed norms – took a bunch of data of children from a chronological age and found out the average of the score – chronological age is denominator, and the score at that age (mental age) is the numerator  quotient indicating how close or far away from your chronological age, on average, that you were – genius of Binet o Aptitude tests were developed during the war th C. Conceptualizations and influences of child psychopathology in the 20 C - The early 20thC there were 2 traditions in psychology – 2 paradigms (way of thinking): o Psychoanalysis (Freudian) aka psychodynamic  F
More Less

Related notes for PSY341H1

Log In


Don't have an account?

Join OneClass

Access over 10 million pages of study
documents for 1.3 million courses.

Sign up

Join to view


By registering, I agree to the Terms and Privacy Policies
Already have an account?
Just a few more details

So we can recommend you notes for your school.

Reset Password

Please enter below the email address you registered with and we will send you a link to reset your password.

Add your courses

Get notes from the top students in your class.