Summary ALL chapters of the new book (4th edition) Disorders of Childhood and ALL articles.
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Course
Developmental Psychopathology
Institution
Universiteit Utrecht (UU)
Book
Disorders of Childhood
ALL chapters of the new book (4th edition) Disorders of Childhood and ALL articles you need to know before the exam, key information from the lectures added to the book chapters.
Disorders of Childhood: Development and Psychopathology 3rd Edition By Robin Hornik Parritz; Michael F. Troy 9781337098113 Chapter 1-14 Complete Guide .
Disorders of Childhood: Development and Psychopathology 3rd Edition By Robin Hornik Parritz; Michael F. Troy 9781337098113 Chapter 1-14 Complete Guide .
Disorders of Childhood: Development and Psychopathology 3rd Edition By Robin Hornik Parritz; Michael F. Troy 9781337098113 Chapter 1-14 Complete Guide .
Disorders of Early Childhood........................................................................................................................ 27
,Article: Developmental Language Disorder................................................................................................. 121
(McKean, et al.).......................................................................................................................................... 121
Article: Defining and understanding dyslexia; past, present and future.......................................................126
(Snowling, et al.)........................................................................................................................................ 126
Article: No evidence for a core deficit in developmental dyscalculia or mathematical learning disabilities.. .131
Marmella, et al. (2021)............................................................................................................................... 131
Maltreatment and Trauma and Stressor-Related Disorders.........................................................................133
2
, Chapter 1
Introduction
Age related challenges
Infancy
Major issue: Formation of an effective attachment
Additional issues: Basic state and arousal regulation
Development of reciprocity (wederkerige relaties en interactie met
anderen ontwikkelen; lachen, oogcontact maken, brabbelen en
imiteren)
Dyadic regulation of emotion
Toddler Period
Major issue: Guided self-regulation
Additional issues: Increased autonomy
Increased awareness of self and others
Awareness of standards for behavior
Self-conscious emotions
Preschool Period
Major issue: Self-regulation
Additional issues: Self-reliance with support (agency)
Self-management
Expanding social world
Internalization of rules and values
School Years
Major Issue: Competence
Additional issue: Personal efficacy
Self-integration
Competence with peers
Competence in school
Adolescence
Major issue: Individuation
Additional issue: Autonomy with connectedness
Identity
Peer network competence
Coordinating school, work, and social life
3
, Transition to adulthood
Major issue: Emancipation
Additional issue: Launching a life course
Financial responsibility
Adult social competence
Coordinating work, training, career
Common descriptions of normality and psychopathology often focus on three things:
1. Statistical deviance
2. Social cultural Norms
3. Mental health perspective
1. Statistical deviance
The infrequency of certain emotions, cognitions, and/or behaviors.
Children of a certain age above the ‘high number’ cutoff, or below the ‘low
number’ cutoff, would meet the criterion for disorder.
2. Social cultural norms
The beliefs and expectations in a given time or place or of a group of people about what
kinds of emotions, cognitions, and/or behaviors are problematic, undesirable, or
unacceptable.
Children who fail to conform to age-related, gender-specific, or culture-relevant
expectations might be viewed as challenging struggling, or disordered.
3. Mental health
Theoretical or clinically based notions of distress and dysfunction.
The perspective that if children have a negative quality of life, with distress and
dysfunction, or have symptoms might have a disorder.
The irreducible needs for children
The basic bottom-line components of what every child must have to grow, learn and flourish:
- The need for ongoing nurturing relationships
- The need for physical protection, safety, and regulation
- The need for experiences tailored to individual differences
- The need for developmentally appropriate experiences
- The need for limit setting, structure, and expectations
- The need for stable, supportive communities and cultural continuity
A key value judgement involves distinctions between adaption and maladaption and
personal or group standards of adequate or average adaption, or optimal adaption:
Adaption (aanpassingsvermogen)
Proces waarbij een organisme of individu zich aanpast aan omstandigheden,
omgevingen of situaties.
4
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