Organizing Frameworks
What are the different levels of intervention?
Intrapersonal
Interpersonal
Institutional
Community
Public Policy
What are the three levels with theoretical perspectives?
Biological, psychological, relational/contextual
What are the strengths and limitations of the DSM-5 (categorical systems)?
Strengths: summarizes and orders observations, gateway for some services, understanding/explanation
Limitations: oversimplifies (rarely neat), relationships or context, identity issues, sub-threshold, barrier to services, labeling
What are the paradoxical dilemmas associated with abuse?
Child wants to stop the abuse but also longs to belong to the family in which they are being abused.
Affection and attention may coexist with violence and abuse
What is a macroparadigm?
Integration of theories
biological, attachment perspective, behavioural
How does experience affect biology?
Neural pathways: selective pruning as brain develops
Epigenetic changes: turning on and off genes
What are the strengths and limitations of dimensional systems?
Strengths: norms/developmental perspective, sub-threshold, co-morbidity, multiple informants, baseline
Limitations: optimal dimensions, dimensions sample dependent, relationships or context, less vivid and familiar, rare problems
What are some risk factors for physical abuse?
Parenting deficits
Personality & emotional, health problems
Social, economic, cultural context
Adverse childhood experiences
What are some tasks, challenges, and diagnoses that occur during the 0-2 developmental period?
Tasks: attachment, language, self vs. others, signalling - communicating in non-verbal ways
Challenges: temper, toileting, mismatches, developing a secure attachment
Diagnoses: some developmental disabilities, failure to thrive
Name the biological internal and external factors and interactive models. Please elaborate if you can.
Internal: genetic contributions, neurobiological contributions, temperament
External: malleability of brain, experience affects biology
Interactive: gene-environment interaction, diathesis-stress/dual-risk, differential impact theory
How does a child psychologist arrive at a diagnosis?
Clinical interview: gather information and establish rapport, most universally used technique, scope, unstructured and structured interviews
Behavioural assessment: observations= antecedents, behaviours of interest, and consequences
Psychological testing: personality, self-esteem/self-concept, mood/emotions, projective methods, intellectual-educational assessment
What are two DSM attachment disorders and explain them.
Reactive attachment disorder: inhibited, emotionally, withdrawn behaviour toward caregiver, social/emotional disturbance, extreme insufficient care
Disinhibited social engagement disorder: actively approaches unfamiliar adults, not just impulsivity, extreme insufficient
What are some tasks, challenges, and diagnoses that occur during the 6-11 developmental period?
Tasks: school adjustment, basic academic skills, following rules, making friends, tolerance
Challenges: concentration, showing off
Diagnoses: ADHD, learning disorders, anxiety
Name the psychological internal and external factors and interactive models. Please elaborate if you can.
Internal: emotions, emotion regulation
External: applied behavioural analysis, classical conditioning
Interactive: cognitive theories
What is the Child Behaviour Checklist (CBCL)?
Internalizing syndromes: anxious/depressed, withdran/depressed, somatic complaints
Mixed syndromes: social problems, thought problems, attention problems
Externalizing syndromes: rule-breaking brhaviour, aggressive behaviour
What are the four developmental consequences?
Early attachment and emotion regulation: interpret emotions of others, manage own emotional expression
Neurobiological development: acute and chronic forms of stress may cause changes in brain development and structure, neuroendocrine system becomes highly sensitive to stress
Emerging view of self and others: negative representational models, components of self-identity
Peer relationships: hyper-vigilance, cognitive distortions, empathy, social sensitivity
What are the six core principles and explain each.
Multi-causality: problems are multiply determined
Continuity/discontinuity: gradual changes/abrupt changes; understand trajectories, not just one point in time
Developmental pathways: equifinality= different pathways and reasons that lead to the same end; multifinality= different outcomes are possible from the same start
Risk processes: characteristics, events, or processes that put the individual at risk for the development of psychological problems
Promotive/protective factors: promotive= characteristics within the person or the environment that serve to reduce negative behaviour and promoting positive, healthy development; protective= characteristics, events, or processes that promote adaptation in the context of risk
Developmental cascades: chain reaction
Name the relational/contextual internal and external factors and interactive models. Please elaborate if you can.
Internal: attachment theory
External: parenting styles, broader family factors, culture, social determinants of health, oppressive social forces
Interactive: goodness of fit model, family systems theory
With the DSM-5, in addition to primary diagnosis, note...
Psychosocial and contextual factors that may affect diagnosis, treatment, and prognosis and any disability related to the diagnosis
What are the components of the stress-response system and what are their functions?
HPA axis: amygdala detects stress > message to hypothalamus>hypothalamus stimulates pituitary gland>releases hormones>hormones travel out of brain to adrenal glands>releases cortisol into body>cortisol sets other organs into action
Amygdala & Prefrontal cortex: detects both emotional and biological stressors>connected to the prefrontal cortex>amygdala sends signals a threat or stress in the environment>prefrontal cortex helps the amygdala to see stressful eevents as less scary or frustrating>helps slow the production of cortisol is the HPA axis