PSYCHOPATHOLOGY OF CHILDREN AND FAMILY WEEK 3 CONTEMPORARY PERSPECTIVES ON ABNORMAL PSYCHOLOGY (CHILDREN)

Psychopathology of Children and Adolescents The study of child psychopathology is complicated by many factors that influence problem definition, course, and outcome as well as treatment.

Key issues involved in the study of child psychopathology 1. Development A. Chronological age behaviors that would be considered abnormal might be perfectly appropriate at another age level B. Cognitive Developmental Level how a particular behavior is perceived, interpreted and labeled by adults (normal @ abnormal) will depend in large part on the child level of cognitive development

PIAGET’S STAGES OF COGNITIVE DEVELOPMENT Approximate Age Key Features Sensory - motor 0 – 2 years Object permanence Mental Representative Preoperational 2 – 7 years Representational thought Fantasy plan Symbolic gestures Egocentrism Concrete-operational 7 – 11 years Conservation Complex Classification Formal-operational Adolescence-adulthood Abstract and hypothetical thought

C. Competence - their ability to adapt in the environment - judgment of deviancy require knowledge of children’s performance relative to that of their same age peers as well as to their individual course of development - developmental tasks

Example of Developmental Tasks AGE PERIOD TASK Infancy to preschool Attachment to caregiver(s) Language Differentiation of self Self control and compliance Middle childhood School adjustment (attendance, appropriate conduct) Academic achievement (e.g. learning to read) Getting along with peers (acceptance, making friends) Rule-governed conduct Adolescence Successful transition to secondary schooling Academic achievement Involvement in extracurricular activities Forming close friendship within and cross gender Forming a cohesive sense of self identity

D. Developmental Pathway the sequence and timing of particular behavior as well to possible relationships between behavior over time - multifinality similar early experiences lead to different outcomes - equifinality different factors lead to a similar outcome

2. Environmental factors A 2. Environmental factors A. Stability Childrens’ behavior is much less stable than adults’ behavior because it is more responsive to environmental changes and manipulation B. Referral child are rarely self referred. Their parents or other adults decide the child needs help and seek it out

3. Locus of Problem Whose problem is it 3. Locus of Problem Whose problem is it? - ways of conceptualizing the problem: a) child-centered – the problem is in the child b) dyadic model – the problem is in the nature of the child interaction with another person.

c) psychological well being of parents d) family system model – eg marital conflict

3. The effect of Labelling - Labelling can lead to discrimination, stigma, prejudice 4. Child right

MEMOS FROM YOUR CHILD Don’t spoil me. I know quite well that I ought not to have all that I ask for. I’m only testing you Don’t be afraid to be firm with me. I prefer it, it makes me feel more secure. Don’t let me form bad habit. I have to rely on you to detect them in the early stages. Don’t make me smaller than I am. It only makes me behave stupidly.

5. Don’t protect me from consequences 5. Don’t protect me from consequences. I sometimes need to learn the painful way. 6. Don’t be upset when I say “ I hate you”. It isn’t you I hate but your power to frustrate me. 7. Don’t take too much notice of my ailment. 8. Don’t make rush promises. Remember that I feel badly let down when promises are broken.

9. Don’t be inconsistent. That completely confuses me and make me lose faith in you 10. Don’t ever suggest that you are perfect. It gives me too great of shock 11. Don’t forget how quickly I am growing up. It must be very difficult to keep pace with me, but please do try 12. Don’t ever think it is beneath your dignity to apologize to me. An honest apology make me feel surprisingly warm towards you.