Atypical development

Question 1

Main principles of developmental psychopathology

Answer 1

• atypical behaviour is presented
• these behaviours should be apparent in multiple environments
• context of development is important

Question 2

what is atypical behaviour?

Answer 2

behaviour that is unusual or deviates to what is considered typical/expected

Question 3

atypical behaviour is presented

Answer 3

• Compared to ‘typical’ behaviour
• changes in maturation

Question 4

these behaviours should be apparent in multiple environments

Answer 4

• if only seen in one environment, could be response to specific prompt/trigger
• multiple environments = developmental difference

Question 5

context of developnent is very important

Answer 5

• lots of external factors may influence behaviours
• symptoms/behaviour often vary

Question 6

developmental psychopathology

influences upon developmental trajectories

Answer 6

• aetiology
• neurobiology
• cognition
• behaviour

Question 7

what is aetiology?

Answer 7

genetic and environmental influence that shape brain development, cognition and behaviour

Question 8

what is cognition?

Answer 8

differences in how we think, percieve the world, process information etc.

Question 9

what is neurobiology?

Answer 9

differences in brain structure or function

Question 10

what is behaviour?

Answer 10

overt characteristics that help to define typical and atypical disorders

Question 11

atypical development can be described through?

Answer 11

multifinality & equifinality

Question 12

equifinality

Answer 12

process where:
* different developmental trajectory
* same developmental outcome

Question 13

multifinality

Answer 13

process where:
* same developmental starting point
* development differs due to variance in environmental factors

Question 14

defining atypical development

definition of “atypical” debate

Answer 14

the debate revolves around how the word is defined and used in various contexts i.e. some people refer it as:
* brain development
* behavioural development

Question 15

What do all definitions of atypical development emphasise?

Answer 15

all definitions emphasise that atypical development is dissimilar to recognised baseline of development

Question 16

defining atypical development: cultural influences

collectivist cultures

Answer 16

• members of society feel interdependent
• group membership is valued over independence
• core values are shared within society
• deviation from these core values are recognised and responded to more quickly
• social harmony is prioritised
• personal goals are aligned with communal goals

Question 17

defining atypical development: cultural influences

individualist cultures

Answer 17

• members of society feel independent
• independence and uniqueness is valued over group membership
• some core values are shared within society, but variation is common
• deviation from core values is responded to less
• self-supporting lifestyles prioritised
• personal goals are prioritised over communal goals

Question 18

what country employs a strong collectivist culture?

Answer 18

Korea: families are viewed as the core identity and trust in others is narrow (Van Hoorn, 2015)

Question 19

defining atypical development: cultural influences

individualist cultures

Answer 19

• members of society feel independent
• independence and uniqueness is valued over group membership
• some core values are shared within society, but variation is common
• deviation from core values is responded to less
• self-supporting lifestyles prioritised
• personal goals are prioritised over communal goals

Question 20

what country employs a individualist culture?

Answer 20

the US employs a strong individualist culture. Developing the self is viewed as the core of identitiy and trust in others is high (Van Hoorn, 2015)

Question 21

relationship between atypical behaviour and collectivist cultures?

Answer 21

• atypical behaviour is recognised more readily in collectivist cultures
• attitudes towards atypical behaviour are less positive as it deviates from the norm

Question 22

example of atypical behaviour and collectivist cultures (cultures in other countries)

2 countries (Asia)

Answer 22

• in Chinese culture, it is seen as more desirable to inhibit overtly emotional displays (e.g. anger)
• in Japanese culture, atypical children are expected to conform to group standards

Question 23

relationship between atypical behaviour and individualist cultures

Answer 23

• atypical behaviour is recognised less readily than in collectivist cultures
• deviation from the norm is broader, so attitudes towards atypical behaviour are not as negative as within colletivist cultures

Question 24

example of atypical behaviour and individual cultures (cultures in other countries)

2 countries (USA & Germany)

Answer 24

• in American culture, children view social non-participation as less problematic and typically a result of one’s own prerogative
• in German culture, diagnosis of narcissistic personality disorder is significantly lower than in Japan

Question 25

what is a reffering adult?

Answer 25

an adult who identifies atypical behaviour in a child and begins the process of diagnosis and treatment

Question 26

# defining atypical development: referring adults racial bias | give three examples of racial bias (statistics)

Answer 26

* black teens 3x more likely to be arrested for misbehaviour than white teens * African-Americans more likely to be diagnosed with schizophrenia * Indegineous Australian children more likely to be diagnosed with speech disorders

Question 27

# defining atypical development: referring adults social status bias | give three examples of social status bias

Answer 27

* middle-class British children more likley to receive dyslexia interventions * Children in rural Indian schools less likely to recieve ADHD diagnoses/treatment * African American and Hispanic children from poorer backgrounds more likely to receive disruptive behaviour diagnoses

Question 28

# defining atypical development: referring adults mental health bias: anxiety and depression | 2 examples

Answer 28

* depressed or anxious parents are more likely to interpret unusual behavior negatively * social anxiety amongst Turkish parents predicts perceptions of developmental delay in their children

Question 29

# defining atypical development: referring adults mental health bias: Post-traumatic stress disorder | 2 examples

Answer 29

* parents with PTSD report higher parenting stress and concerns with their child's development * mothers with PTSD more likely to perceive their baby's development as atypical

Question 30

# defining atypical development: diagnosis indentifying atypicality | 4 steps

Answer 30

* deviation from the statistical norm * continuity over time * DSM-5 criteria met * Empirical analysis conducted

Question 31

identifying atypicality: deviation from the statistical norm

Answer 31

Question 32

identifying atypicality: continuity over time

Answer 32

* behaviour is atypical for the first few years, but one typicality is evident there is rapid development * atypical behaviour is consistent over time. Development is atypical

Question 33

identiying atypicality: DSM-5 criteria met

Answer 33

DSM = diagnostic statistical manual

Question 34

atypical behaviour in child hood: fussy eating | what is the DSM-5 diagnosable disorder

Answer 34

anorexia nervosa, avoidant/restrictive food intake

Question 35

atypical behaviour in child hood: social withdrawl | what is the DSM-5 diagnosable disorder

Answer 35

social anxiety, selective mutism, depression

Question 36

atypical behaviour in child hood: school refusal | what is the DSM-5 diagnosable disorder

Answer 36

generalised anxiety disorder

Question 37

atypical behaviour in child hood: hypersensitivity | what is the DSM-5 diagnosable disorder

Answer 37

autism spectrum disorder, sensory processing disorder

Question 38

atypical behaviour in child hood: bed wetting | what is the DSM-5 diagnosable disorder

Answer 38

post-traumatic stress disorder, acute stress disorder

Question 39

atypical behaviour in child hood: repeated hand washing/self-cleaning | what is the DSM-5 diagnosable disorder

Answer 39

obsessive-compulsive disorder, dissociative disorder

Question 40

identifying atypicality: empirical analysis conducted **externalising behaviours ** | add examples

Answer 40

behaviour does not match the demands of the environment * non-compliance * rule violation * aggression * disobedience

Question 41

identifying atypicality: empirical analysis conducted **internalising behaviours **

Answer 41

behaviour is noticeably disengaged from the environment * fear * sadness * anxieties * loneliness

Question 42

how are externalising behaviours explored?

Answer 42

by using: * observations * parent/teacher reports * experimental behaviour paradigms

Question 43

how are internalising behaviours explored?

Answer 43

* self-report questionnaires * interviews

Question 44

Outcomes of atypical development: From childhood to adulthood

Answer 44

1. adverse childhood experience -> delayed motor response 2. psychopathology -> atypical social cognition 3. low reward sensitivity -> less rewarding social relationships

Question 45

# the role of caregivers parents, guardians, family members role for children who grow atypical | 4 things

Answer 45

* supportive and facilitative interactions * socioemotional caregiving * setting goals as a family * managing expectations and stress

Question 46

teachers, nursery workers, play staff role for children who grow atypical | 4 things

Answer 46

* advanced pedagogical understanding * assiting in diverse skill development * awareness of range of atypical development * supportive to caregivers

Question 47

# the role of society the role of social services, community officers etc. for those with atypical development | 4 things

Answer 47

* evidence-based approach * broader and more diverse support to both schools and families * mediation * challenging biases

Question 48

the role of broader society for those with atypical development

Answer 48

* less rigid expectations upon 'normality' and a 'typical childhood * systems to remove prejudice * resources put in place

Question 49

# case study ADHD | 4 KEY THINGS ABOUT IT

Answer 49

* most common behaviour disorder in the UK * estimated to affect 2-5% of school-aged children and young people * 65% still have some symptoms that affect their daily lives * by 25, 15% still have all symptoms

Question 50

DSM-5 diagnoses criteria for ADHD

Answer 50

* persistent pattern of innattention and/or hyperactivity-impulsivity * hyperactive-impulsive or innattentive symptoms <12 years old * adults: similar but 5 symptoms * interference with appropriate functioning

Question 51

ADHD: Innattention symptoms

Answer 51

* forgetful * easily distracted * difficulty sustaining attention * doesn't seem to litsent when spoken to directly

Question 52

ADHD: hyperactivity symptoms

Answer 52

* often fidgets * talks rapidly * difficulty turn-taking * interrupts and intrudes on others