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PSY 499 Exam 1

Childhood Abnormal Psychology Ch. 1-4

TermDefinition
Multifinality various outcomes may stem from similar beginnings
Equifinality similar outcomes stem from different early experiences and developmental pathways
Multifinality Example Early childhood maltreatment leads to conduct DO, eating DO, mood DO, etc.
Equifinality Example Conduct DO stems from genetic patterns, enviro. features, family characteristics, etc.
Continuity developmental changes are gradual and quantitative; predictive of future behavior patterns
Discontinuity developmental changes are disrupt and qualitative; not predictive of future behavior patterns
Adaptational Failure unsuccessful progress in developmental milestones
Etiology cause of disorder
Prognosis predictions about future behavior under specified conditions
Requirements for abnormal behavior studies understanding of development and individual events that can impact child's life
Emotional Reactivity individual differences in threshold and intensity of emotional experience
Emotional Regulation involves enhancing, maintaining, or inhibiting emotional arousal for a specific goal
Temperament organized style of behavior that appears early in development
Idiographic Formulation assessments focus on obtaining detailed understanding of child or family as unique entity
Nomothetic Formulation assessments focus on general influences that apply to large groups of individuals such as children with depression
Comprehensive Assessment evaluates child's strengths and weaknesses across many domains
Clinical Interviews provides larger number of information during brief period; includes developmental and family history; semistructure interviews are more reliable (more specific questions)
Behavioral Assessments evaluate child's thoughts, feelings, and behaviors in specific setting
Psychological Testing assess some aspect of child's knowledge, skill, or personality
Projective Testing present child with ambiguous stimuli and ask child to describe what is seen; shows personality, unconscious fears, needs, and inner conflicts on stimuli
Classical/Pure Categorical Approach every diagnosis has clear underlying cause; each DO is fundamentally different from other DOs
Dimensional Approach many independent dimensions exist and children possess all of them varying degrees
What does the DSM 5 fail to do in childhood abnormal psychology? fails to capture complex adaptations, transactions, and setting influences ; gives less attention to DOs of infancy/childhood ; fails to capture interrelationships and overlap known to exist among many childhood DOs
Pros of DSM 5 help clinicians summarize and order observations ; facilitate communication among professionals ; aid parents by providing recognition of understanding child's problem
Cons of DSM 5 disagreement about effectiveness of labels to achieve purpose ; negative effects and stigmatizations ; can negatively influence child's views of self and behaviors
Psychodynamic Treatments view child mental health determined by underlying unconscious and conscious conflicts ; focues on helping child develop on awareness of unconscious factors contributing to problem
Behavioral Treatments assume behaviors are learned ; focuses on re-educating the child
Cognitive Treatments view abnormal behavior as result of deficits and/or distortion in child's thinking ; focuses on changing faulty cognitions
Cognitive Behavioral Treatments views psychology disturbances as result of faulty thought patterns and faulty learning and environmental experiences ; focuses on identify and changing maladaptive cognitions, teach cognitive and behavioral coping strategies, and learn self regulation
Family Treatments views individual DOs as manifestations of disturbances in family relation ; focuses on family issues underlying child's problematic behavior
Biological Treatments view child's mental health as resulting from psychological impairment ; focuses on pharmacological and other biological approaches to treatment
Created by: earth2ruee
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