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Transcript of Chapter 1 Nn
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Chapter 1
Introduction to Abnormal Child and
Adolescent Psychology
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Defining Abnormal Behavior
In order to determine the norms in a
particular culture or group it is usually defined
by one or more of the following criteria
Excess or insufficiency
Norm Violation
Developmental inappropriateness
Maladaptivenss
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Defining Abnormal Behavior
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Five Key Terms
Co-morbidity
Epidemiology
Prevalence
Incidence
Developmental Trajectories
Etiology Treatment and prevention
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Who/What Decides What is Normal??
Who Decides What is
Normal?
Society
Culture
What Determines the
Norm
Age
Culture (ethnicity & race) Gender
Ecological context
Socialization
Microsystem
Time
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Who/What Decides What is
Normal
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Ecological approach looks at human
development in terms of the individual within
a number of changing environments.
Ecological Context
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Socialization: the process by which an
individual becomes a member of a particular
culture and takes on its values beliefs, and
other behaviors in order to function within it.
Socialization
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Focus lies on interactive dynamics between
the child and the family over a long period of
time
Guided Participation
Contemporary theories of socialization
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Ecological: human development in real worldsettings, comprising of five categories
It is in these interrelated systems that socialization
takes place The process and interaction between the individual
and their environment are the center of this model.
Developmental: outside looking in
Physical and social settings of daily life
Customs of child care and child rearing
Psychology of the caretakers
The Ecological Model and
Developmental Niche
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An Ecological Model
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The Developmental Niche
Attempts to explain the development of how
one develops in Uris model.
Work was conducted by Super and Harkness.
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A Developmental Orientation
Behavior does not take place at one period in
our lives, but rather develops continuously,
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Defining Culture
1952: A.L. Kroeber and Clyde Kluckhohn
Culture consists of patterns, explicit and implicit,of and for behavior acquired and transmitted by
symbols, constituting the distinctive achievementof human groups, including their embodiments inartifacts; the essential core of culture consists oftraditional (i.e., historically derived and selected)ideas and especially their attached values culture
systems may, on the one hand, be considered asproducts of action, on the other as conditioningelements of further action.
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Culture therefore is:
Learned
Shared
Ideas about and Patterns of behavior
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Culture is learned
Culture is not innate or genetically passeddown E.g. language is an important part of culture and
we know that it is learned, even though thecapacity to acquire language is innate.
Enculturation Is the process by which a child learns the ideas
and behavior that constitute his or her culture
A child learns very early and absorbs thesecultural patterns from many resources: these areagents of socialization.
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Culture is Shared
Because culture is learned and can be learnedonly from other humans if follows thathumanness is achieved through contact with
other humans. People will therefore sharesimilar schemas or basic ideas and ways ofbehaving.
Kluckhohn, Murray, & Schneider, 1962
In some ways all people are the same
In some ways some people are the same
Ins some ways each person is unique
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Culture is Ideas
Schemas
Is a pattern of cultural behavior
Symbols (stop signs)
Concepts (breakfast-American)
American: eggs, toast, fruit, butter etc
Malays and Balinese (Southeast Asian): rice, hot water
or tea, maybe a small fish or vegetables (without rice itis not a meal)
Cluster of ideas
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Culture is Patterns of Behavior
When we discussed that culture is ideas we
are pointing to cognitive or mental
formulations-that is those schemas of all sorts
that people hold in their minds
But we must discuss the close connection
between ideas and acts
So we can say that culture is patterns of
behavior that are based on those ideas
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Culture, Society, & Ethnicity
Culture and societyarent they the same?
NO
Society is an organized group of individuals with
specific boundaries or criteria of membership We can speak of societies and cultures in terms of levels of
inclusiveness
Macro level: we call nations, states, provinces, counties,cities and the like social unites or societies
Society does not coincide with culture Societies are bounded, has social defined groups,
often territorial.
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Culture, Society, & Ethnicity
Culture and Ethnicity
Ethnicity from the Greeks is close to (affiliation)
and in meaning to our term is culture.
But todays culture ethnicity is used as a
euphemism for race
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Culture and subcultures
Culture is a generalization about shared ideas
The degree of sharedness poses problemsbecause no cultural schema is 100% the same.
Subculture is a word referring to some clearlyidentifiable, shared cultural ideas andbehaviors that are embedded within a larger,
more general culture. A smaller set of ideas relative to a larger set
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Cultures adapt and change
All cultures change continuously,
although not all parts at the same
rate.
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The concept of race
Race is often confused with culture
Has been used:
To refer to groups of people who share inherited
physical characteristics As a worldview, as a means of conceptualizing and
explaining human variability
As a cultural construction only loosely related tobiological facts.
Reflective more of schemas, aka cultural race, has providedthe basis for a racist ideology worldwide
Beliefs can cripple a culture
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The Significance of the Problem
Longitudinal studies
Shows that the number of children and
adolescents who have a psychological disorder is
high
The percentages are even higher among
disadvantaged children and adolescents
Prevalence The number of affected youth in the population
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History
Stubborn child act of 1654
1632-1704 John Locke
1712-1778 Jean Jacques Rousseau
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Why the delay
Why the slow progress of abnormal child and
adolescent psychology
The focus on adults
Its just a phase
Ethically and socially
Theoretical conflicts
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Three main approaches
1. Psychoanalytic approach (Sigmund Freud)
Three personality structures
Id-driven instincts
Ego-reality principle
Superego-to behave in a socially acceptable manner
Defense mechanisms
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Three main approaches cont..
2. Behavioral Approach (Ivan Pavlov)
Operant conditioning
Classical conditioning
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Three main approaches cont
3. Social Learning Theory
Bandura
Application of learning principles in treatment
Behavior modification
Cognitive behavior therapy
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Recent Advances in classification and
diagnosis
Establish clear criteria to define, classify and
diagnose disorders
Develop assessment tools that consistently
and accurately measure behavioral and
emotional problems
Set up and conduct large scale longitudinal
studies of children
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The DSM
The Diagnostic and Statistical Manual of
Mental Disorders (DSM)
Is the most widely used system of classification for
psychological disorders, formulated by theAmerican Psychiatric Association
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History of the DSM
1st issue was 1952-DSM
2nd issue was 1968-DSM-II
3rd issue was 1980-DSM-III
3rd issue revised in 1987-DSM-III-TR
4th issue 1994-DSM-IV
4th issue revised in 2000-DSM-IV-TR
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The DSM as a multiaxial system
AXIS I: Clinical Disorders/Mood Disorders
AXIS II: Personality Disorders/Mental
Retardation
AXIS III: General Medical Conditions
AXIS IV: Psychosocial and Environmental
Problems
AXIS V: Global Assessment of Functioning
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DSM-Why is it important
Detailed picture of psychological disorders
Points to different factors or direct relevanceto intervention
Promotes the biopsychosoical model withinwhich to describe and understand and heardisorders
The model takes into account the bio, psy,social, and cultural factors association withthe childs difficulty
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Limits of the DSM
Development orientation
Age and gender
Comorbidity
Developmental challenges and adaptation
Normal pathological
http://images.google.com/imgres?imgurl=http://www.cnr.edu/home/bmcmanus/gender.gif&imgrefurl=http://www.cnr.edu/home/bmcmanus/femtheory.html&usg=__PuOp7Yy2Nz4DG_S7rjdHHeN0yZ8=&h=375&w=500&sz=44&hl=en&start=4&sig2=RQeBZC7DcjjMfgw3uPZ9pg&um=1&tbnid=P8d9JBVhIUR3xM:&tbnh=98&tbnw=130&ei=Aex3SfxigdYx5f68HA&prev=/images%3Fq%3Dgender%26um%3D1%26hl%3Den -
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Limitations of a Diagnostic Approach
Category Vs. Dimension
Categorical approach: you either have it or you
dont
Dimensional approach: considers the individual
Must consider:
Labeling
Developmental Psychopathology Perspective
We must know normal in order to know abnormal
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Limitations of a Diagnostic Approach
the Advantages and Disadvantages
Category Vs. Dimension
Category:
Allows for estimations, planning treatment , and
prevention Limits understanding of individual differences
Dimensional Approach
Considers the individual
Must be wary of
Labeling