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Disorders of Childhood - Mind Psychology - Lecture Slides, Slides of Psychology

Its Mind Psychology lecture. ts key points are: Disorders of Childhood, Classification Issues, Developmental Psychopathology, Disorders of Undercontrolled Behavior, Facts and Statistics, Biological Theories, Psychological Theories, Stimulant Drugs, Etiology of Conduct Disorder, Treatment of Conduct Disorder

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2011/2012

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Disorders of Childhood
Ch 15
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Disorders of Childhood

Ch 15

Classification Issues

  • Distinguishing abnormal childhood behavior requires a

knowledge from developmental psychology of what is

normal for a child at a particular age or stage

  • Disorders can be viewed as categories or on a continuum

(dimension)

  • Control represents a dimensional variable
    • Overcontrolled (internalizing)children show emotional inhibition
    • Undercontrolled (externalizing) children show excessive behaviors (extreme aggressiveness)

Ch 15.

Developmental Psychopathology

  • Behavior genetics & neurobiological traumas
  • Infant / child temperaments and “the problem of the match” with parental temperaments and expectations
  • Attachment theory (Bowlby, Ainsworth, Sroufe)
    • Secure vs. insecure attachment
    • Insecure attachment category may be related to later childhood disorders - “anxious-resistant” category - internalizing disorders - “avoidant”category - externalizing disorders
  • How do temperament & attachment interact?
    • Evidence is inconclusive, but see Bokhorst et al. (2004)

Disorders of Undercontrolled

Behavior

  • Undercontrolled behavior is excessive or inappropriate

for the situation

  • DSM-IV recognizes two classes of undercontrolled

behavior:

  • Attention-deficit/hyperactivity disorder (ADHD) involves
    • An inability to concentrate on task for an appropriate period of time
    • Difficulties in controlling motor movements in class and other situation (fidgeting, talking)

Ch 15.

Table 15.2 Prevalence of Symptoms and

Behaviors in Adolescents with and without

ADHD

ADHD: Facts and Statistics

  • Prevalence (BD, 3rd. Edition)
    • Occurs in 4%-12% of children who are 6 to 12 years of age
    • Symptoms are usually present around age 3 or 4
    • 68% of children with ADHD have problems as adults
  • Gender Differences
    • Boys outnumber girls 4 to 1
  • Cultural Factors
  • Probability of ADHD diagnosis is greatest in the

United States

Psychological Theories of ADHD

  • Bettelheim proposed a psychoanalytic view of ADHD in

which hyperactivity results from stress brought on by parental personality (authoritarian, impatient, resentful)

  • Learning theory suggests that hyperactivity is

reinforced by the attention it elicits, thereby increasing in frequency and intensity; hyperactivity may represent modeling of older siblings or peers

Ch 15.

Treatment of ADHD

  • Stimulant drugs such as methylphenidate (Ritalin) reduce disruptive behavior and improve concentration - Improve compliance and decrease negative behaviors in many children - Medications do not affect learning and academic performance - Beneficial effects are not lasting following drug discontinuation
  • Psychological therapy for ADHD involves
    • Parent training
    • Classroom management programs based on operant-conditioning techniques
    • Aim to increase appropriate behaviors and decrease inappropriate behaviors
  • Combined Bio-Psycho-Social Treatments
    • Are highly recommended

Ch 15.

Figure 15.1 Arrest rates across ages for

homicide, forcible rape, robbery, assault, and

auto theft

Etiology of Conduct Disorder

  • Genetic factors may play a greater role in aggressive

behavior, but a lesser role in delinquency-related behaviors

  • e.g. stealing, running away
  • Psychological factors include
  • Deficiencies in moral training and awareness
  • Modeling of aggressive behavior (Bandura)
  • Cognitive distortions in which ambiguous actions are interpreted as hostile

Ch 15.

Treatment of Conduct Disorder

  • Family intervention involves training parents to reward

prosocial behaviors in their children

  • Multisystem treatment targets the child, the

community, the school and the family

  • Cognitive approaches involve
    • Anger control training
    • Teaching moral development reasoning

Ch 15.

Learning Disabilities

  • Learning disabilities refer to inadequate development

in a specific area of academic, language or motor skills

  • The deficit is not due to mental retardation, autism or reduced educational opportunities
  • DSM covers 3 areas of learning disabilities
  • Learning disorders
  • Communication disorders
  • Motor skills involve impairment of motor coordination

Ch 15.

Communication Disorder

  • Communication disorders include
    • Expressive language disorder involves a difficulty in speech expression - Difficulty in finding the correct word for a concept - Use of grammar is below grade level
    • Phonological disorder refers to a difficulty in articulating speech sounds, but can comprehend words
    • Stuttering involves a problem in verbal fluency in which words are repeated or prolonged

Ch 15.

Mental Retardation

  • Mental retardation is defined as
    • Subaverage intellectual functioning
      • IQ score below 70-
    • Deficits in adaptive behaviors such as dressing, use of money, use of tools and of public transportation
    • Onset prior to age eighteen
      • Not due to adult accidents or disease
      • Typical onset is in infancy
  • American Association of Mental Retardation’s approach
    • Focus on remedial supports to facilitate higher functioning

Ch 15.