Child psychopathology
Project description
Please see this video, and editing my paper into two pages, and help do the reference of Video (and maybe PPT)
Class on Biological Underpinnings to Behavior
The body provides elements, the environment provides exposures
Child development is a longitudinal communication between the body and the environment
All classical theories of child development look at unique junctures in the process
Theories of Development
FREUD
Oral Birth to 3
Anal 1 -3
Phallic 3 -6
Latency 6 – Puberty
Genital Puberty – Death
Positive: Acknowledged libido, demonstrated its existence at every phase of life, helped understand childhood in terms of developing sexuality
Negative: Leaves out female sexuality, doesn’t take into account the rest of developmental activities, anthropologic rather than universal
Pathology is a fixation, or a getting stuck at any one of these phases.
Theories of development
Piaget:
the process of assimilation and accommodation through development of schemas
(routinized patterns of behavior or stimulation that organize conceptual categories)
STAGES:
Sensorimotor
Preoperational – symbolic and intuitive
Concrete Operational – seriation, transitive,reversability, conservation . . .
Formal Operations
Postitive: a healthy way of accounting for problems
Negative: does account for variation on development
Pathology = poorly adapted schemas
ANNA FREUD:
Moving from Biological to Relational, the mind over body through relationships
Key development in infancy – mastery of separation anxiety
Stages:
First year of life – Object constancy/ reciprocity/disappointments
Terrible Twos – regulation
Phallic/oedipal – relationships
Latency – Emergence of the mind, cognitive defenses, the primacy of the ego
Adolescent revolt – Emergence of ego over impulses
Adult: Defenses, intellectualism asceticism, strength of ego
Positive: Lines of Development indicate child doesn’t develop at the same time along all lines, a model that looks at the contribution of relationships
Negative: culture-centric, dualistic mind/body paradigm,
Pathology: parental behaviors can impede the smooth passage through the developmental task
Piaget:
the process of assimilation and accommodation through development of schemas
(routinized patterns of behavior or stimulation that organize conceptual categories)
STAGES:
Sensorimotor
Preoperational – symbolic and intuitive
Concrete Operational – seriation, transitive,reversability, conservation . . .
Formal Operations
Postitive: a healthy way of accounting for problems
Negative: does account for variation on development
Pathology = poorly adapted schemas
Erik Erickson
1.1 Hopes: Trust vs. Mistrust (Infants, Birth to 12-18 Months)
1.2 Will: Autonomy vs. Shame & Doubt (Toddlers, 18 mo. to 3 years)
1.3 Purpose: Initiative vs. Guilt (Preschool, 3 to 5 years)
1.4 Competence: Industry vs. Inferiority (Childhood, 5 to 13 years)
1.5 Identity vs. Role Confusion (Adolescence, 13 to 21 years)
1.6 Love: Intimacy vs. Isolation (Young Adults, 21 to 40 years)
1.7 Care: Generativity vs. Stagnation (Middle Adulthood, 41 to 65 years)
1.7.1 Central tasks of Middle Adulthood
1.8 Wisdom: Ego Integrity vs. Despair (Seniors, 65 years onwards)
Positive : This is a relational model
Negative: What happened to the body
Pathology: Not accomplishing the goals of these stages due to environmental circumstances
Stella Chess
Activity Level: This is the child’s “idle speed or how active the child is generally. Does the infant always wiggle, more squirm? Is the infant difficult to diaper because of this? Is the infant content to sit and quietly watch? Does the child have difficulty sitting still? Is the child always on the go? Or, does the child prefer sedentary quiet activities? Highly active children may channel such extra energy into success in sports; may perform well in high-energy careers and may be able to keep up with many different responsibilities.
Distractibility: The degree of concentration and paying attention displayed when a child is not particularly interested in an activity. This trait refers to the ease with which external stimuli interfere with ongoing behavior. Is the infant easily distracted by sounds or sights while drinking a bottle? Is the infant easily soothed when upset by being offered alternate activity? Does the child become sidetracked easily when attempting to follow routine or working on some activity? High distractibility is seen as positive when it is easy to divert a child from an undesirable behavior but seen as negative when it prevents the child from finishing school work.
Intensity: The energy level of a response whether positive or negative. Does the infant react strongly and loudly to everything, even relatively minor events? Does the child show pleasure or upset strongly and dramatically? Or does the child just get quiet when upset? Intense children are more likely to have their needs met and may have depth and delight of emotion rarely experienced by others. These children may be gifted in dramatic arts. Intense children tend to be exhausting to live with.
Regularity: The trait refers to the predictability of biological functions like appetite and sleep. Does the child get hungry or tired at predictable times? Or, is the child unpredictable in terms of hunger and tiredness? As grown-ups irregular individuals may do better than others with traveling as well as be likely to adapt to careers with unusual working hours.
Sensory Threshold: Related to how sensitive this child is to physical stimuli. It is the amount of stimulation (sounds, tastes, touch, temperature changes) needed to produce a response in the child. Does the child react positively or negatively to particular sounds? Does the child startle easily to sounds? Is the child a picky eater or will he eat almost anything? Does the child respond positively or negatively to the feel of clothing? Highly sensitive individuals are more likely to be artistic and creative.
Approach/Withdrawal: Refers to the child’s characteristic response to a new situation or strangers. Does the child eagerly approach new situations or people? Or does the child seem hesitant and resistant when faced with new situations, people or things? Slow-to-warm up children tend to think before they act. They are less likely to act impulsively during adolescence.
Adaptability: Related to how easily the child adapts to transitions and changes, like switching to a new activity. Does the child have difficulty with changes in routines, or with transitions from one activity to another? Does the child take a long time to become comfortable to new situations? A slow-to-adapt child is less likely to rush into dangerous situations, and may be less influenced by peer pressure.
Persistence: This is the length of time a child continues in activities in the face of obstacles. Does the child continue to work on a puzzle when he has difficulty with it or does he just move on to another activity? Is the child able to wait to have his needs met? Does the child react strongly when interrupted in an activity? When a child persists in an activity he is asked to stop, he is labeled as stubborn. When a child stays with a tough puzzle he is seen a being patient. The highly persistent child is more likely to succeed in reaching goals. A child with low persistence may develop strong social skills because he realizes other people can help.
Mood: This is the tendency to react to the world primarily in a positive or negative way. Does the child see the glass as half full? Does he focus on the positive aspects of life? Is the child generally in a happy mood? Or, does the child see the gall as half empty and tend to focus on the negative aspects of life? Is the child generally serious? Serious children tend to be ana
Positive: stops the blame the parent trap
Negative: non-environmental
Psychopathology: Poor Fit
Question:
What big leap did Stella Chess’ work take in the theory of child development?
Why was this important?
Enter Biological Bases of Behavior
Hormones/endocrine system:estrogen, testosterone, thyroid, cortisol.
Neurotransmitters:A chemical substance the enables the transfer of information between receptor sites. Nutrition and regulation of brain function:Amino acids: glutamate,[2] aspartate, D-serine, γ-aminobutyric acid (GABA), glycine, Mood: Monoamines and other biogenic amines: dopamine (DA), norepinephrine (noradrenaline; NE, NA), epinephrine (adrenaline), histamine, serotonin (SE, 5-HT), Excitability and arousal:acetylcholine (ACh), adenosine, anandamide, nitric oxide, etc.
Body Mass
Genotypes and Environment
David Reiss: Heritable characteristics evoke strong responses from parents which can reinforce the behavior (monzygotic and dyzogotic twins)
Fox, Hane and Pine: gene by environment interaction, plasticity for Affective Neurocircuitry, fearful temperaments in environments where threat is amplified
Belsky, Bakermans-Kranenburg and Ijzendoorn: adverse rearing environments exerts negative effects on vulnerable children; heightened sensitivity in kids of negative environments, positive in kids of nurturing environments
Genes to Brain to Antisocial
Imaging studies show that certain genetic predisposition to changes in the amygdala and orbitofrontal that has been associated to antisocial behavior.
Environmental influence can alter this progression
Biological basis of behavior
Architecture of nervous system – hormones, neurotransmitters
Genetics
Body type and size
Creation of temperament
What is the Regulating Mechanism?
Limbic System
Robert Sapolsky on the limbic system
(24:00 – 32:45)
QUESTION
What is a good metaphor to try and explain how this all fits together?
Six Stages: Stanley Greenspan
Stage 1: Security and the Ability to Look, Listen, and Be Calm
The first developmental skill is the ability to be calm and regulated and at the same time interested and engaged in the world. This skill allows a child to take-in all the exciting things going on in the environment through the various senses, organize them internally, and simultaneously focus on particular stimuli while ignoring other things..
Stage 2: Relating: The Ability to Feel Warm and Close to Others
Critical to all childhood and adult relationships is the ability to relate to others in a warm, trusting, and intimate manner. Normally, this skill is in full swing by 4 to 6 months of age when a child smiles back at a parent in a special way, or later as a toddler when she enthusiastically shares her toys or gives hugs to other kids. The ability to relate to others in a warm and intimate manner is a process that continues to evolve throughout childhood, and develops even more within the context of romantic relationships.
When children at any age experience trauma in some form (physical, sexual, emotional), this stage of development is very often critically affected. When trust is broken or a child’s expression of emotion is met by distance and rejection, then a child often will retreat into an internal world where thoughts, feelings, and sensations become disconnected and alienated from external reality. Children with special needs, particularly those with obvious physical or psychological abnormalities, are at increased risk for problems at this stage because of how cruel other kids can be. When a child expects to be humiliated or teased because of how he looks or acts, the best (and natural) defense is to isolate and avoid other kids. Because most learning occurs in the context of relationships, avoiding others results in significant problems with all later stages of development
Six Stages: Stanley Greenspan
Stage 1: Security and the Ability to Look, Listen, and Be Calm
The first developmental skill is the ability to be calm and regulated and at the same time interested and engaged in the world. This skill allows a child to take-in all the exciting things going on in the environment through the various senses, organize them internally, and simultaneously focus on particular stimuli while ignoring other things..
Response to video
Origins of psychological problem
Diagnosis
Treatment
Childhood ecosystem
Implications for child’s relational world
Implications for institutions
Implications for policy
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