Understanding Maladaptive Behavior: 5 Themes
- Normal development typically follows a predictable & orderly path.
- Maladaptive behaviors veer off the normal path
- Maladaptive behavior is represented by a continuum of severity based on the degree to which behaviors deviate from the normal path.
- Individual, interpersonal, contextual, & cultural factors influence deviations in development
- There are a number of theoretical models that can serve as a framework to assist in understanding how the behavior developed and how it is maintained.
K – 3 Paradigm
The 3 pivotal areas of knowledge fundamental to understanding abnormal child behavior from a developmental perspective:
- Knowledge concerning normal development and developmental expectations.
- Knowledge of the sources of influence (child characteristics and environmental characteristics)
- Knowledge of theoretical models
Distinguishing Normal From Abnormal: The 4 D’s
Evaluating a behavior relative to normal expectations could start with considering discrepancies from the norm in 4 vital areas:
- Deviance
- Dysfunction
- Distress
- Danger
Deviance
this a measure to which the child has veered from the “normal”, predictable, path of development
- Deviance is on a continuum of normal to abnormal
- To determine the degree of deviance through assessment, a standardized comparison group based on age norms is necessary
- We must take into account cultural variations into our understanding of concepts of deviance and psychopathology
Dysfunction
- the degree to which an individual is able to function adequately on a daily basis is another example of normal vs abnormal functioning
- Degree of dysfunction is critical factor
- Critical in the development of intervention plan within school system regarding an IEP – goal is often to minimize dysfunction while ensuring access to curriculum
Distress
What level of distress does having the disorder cause the individual and those around them?
Determining the level of distress is often challenging with children, as they may not be able to articulate this, or may not even have an understanding of the level of distress involved
Danger
clinician must always investigate danger to self & danger to others/property
This may include, but not be limited to, a 5150 hold
Follow district protocol & consult as necessary
Child abuse/ neglect also factors as we are mandated reporters
Theories assist in?
- Organizing information
- Enhance understanding by relating behavior to development
- Can help to predict behavior
- Assist in the development of appropriate interventions
- In addition, a therapist’s theoretical assumptions will also influence how the disorder is conceptualized and guide the course of the treatment focus.
Neurobiological Theories
Neurobiological and physiological theories are concerned with the impact of biological and genetic factors on individual differences. There has been increasing recognition of the interactive contribution of environmental (health, nutrition, stress) and genetic influences. Emphasis has been placed on several factors in this area, function.
Psychodynamic Theories and Theories of Attachment
adaptation theory was influenced by Darwin’s theory of evolution and Freud’s emphasis on internal working models.
- Bowlby believed that early attachment relationships carry a profound influence throughout the lifespan.
- Later, Mary Ainsworth explored attachment issues using the Strange Situation experiments and revealed that securely attached infants were more independent and better problem solvers than were insecurely attached infants.
- Infants who demonstrated avoidant attachment rarely showed distress when separated from caregivers, separations from caregivers who responded with unpredictable behavioral extremes (love and anger).
-According to Erikson, in the first year of life, the major task is to develop a sense of basic trust versus mistrust. From the foundation of a secure attachment, the preschooler is free to explore the environment. Either a growing sense of autonomy develops or the insecure child may shrink from these experiences, producing feelings of shame and self-doubt. The school-age child masters school-related subjects and peer socialization, which increase a sense of industry versus inferiority. In adolescence, the task becomes one of identity versus role confusion.
DSM-5 criteria for mental disorder
- The DSM conceptualizes mental disorders as “A clinically significant behavioral or psychological syndrome or pattern that occurs & that is associated with present distress.”
- Must be considered a manifestation of a behavioral, psychological or biological dysfunction in the individual.
- In general, deviant behavior is not considered a mental disorder unless it is a symptom of a dysfunction within the individual.
- Needs to impact functioning (social, occupational, daily living activities)
Behavioral Theories
Behavioral theory is based on the fundamental credo that behavior is shaped by associations (contingencies) resulting from positive (reinforcement) and negative (punishment) consequences. Consequences are positive if they achieve one of the following goals: -They add a benefit (positive reinforcement; e.g., finish your work in class and you will be given 10 minutes of free activity time). -They remove or avoid (escape) a negative consequence (negative reinforcement; e.g., if you finish your work in class, you will not have to stay after school).
Consequences are negative if they achieve one of the following goals: They add an adverse or negative consequence (punishment). They remove or avoid a positive consequence (penalty).
Cognitive Theories
Cognitive theorists are primarily interested in the relationship between thoughts and behaviors and how faulty assumptions can impact on social relationships, as well as influence self-attributions in a negative way.
Social cognitive theories
- Children’s observation and subsequent modeling of adult behavior can have positive (nurturing and empathic caring behaviors) or negative consequences (aggressive responses; e.g., witness to domestic violence).
- Research concerning children’s understanding of social relationships has also been applied to the development of social skills and problem solving in social situations. Studies in this area have revealed that children who are rejected by their peers are often aggressive, argumentative, and retaliatory toward others
Cognitive-behavioral theories
The cognitive-behavioral approach seeks to understand associations between thoughts and behaviors. Therefore, emphasis is placed on understanding how the child’s faulty belief system contributes to maladaptive behaviors, such as aggression, depression, and anxiety.
-Cognitive theorists, such as Aaron Beck (1976), posit that depression develops and is sustained by self-attributions arising from a cognitive triad producing thoughts of helplessness, hopelessness, and worthlessness.
Theories of Parenting and Family Systems Theory
- Children raised by authoritarian parents (high on structure, low on warmth) tend to react with behaviors that are aggressive and uncooperative, tend to be fearful of punishment, and are generally weak on initiative, self-esteem, and peer competence.
- Children who are raised in permissive households (high on warmth, low on structure) often fail to develop a sense of responsibility and self-control.
- Authoritative parents (high on warmth and high on structure) provide the optimum conditions for growth, and as a result children often demonstrate high degrees of self-reliance, self-esteem,
-Family systems theory is represented by a variety of approaches that emphasize the family unit as the focus of assessment and intervention. This theoretical framework acknowledges the family or changing boundaries, alignment, and power.
