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Chapter 1

Introduction to Abnormal Child and

Adolescent Psychology


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Defining Abnormal Behavior

In order to determine the norms in a

particular culture or group it is usually defined

by one or more of the following criteria

Excess or insufficiency

Norm Violation

Developmental inappropriateness

Maladaptivenss


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Defining Abnormal Behavior


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Five Key Terms

Co-morbidity

Epidemiology

Prevalence

Incidence

Developmental Trajectories

Etiology Treatment and prevention


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Who/What Decides What is Normal??

Who Decides What is

Normal?

Society

Culture

What Determines the

Norm

Age

Culture (ethnicity & race) Gender

Ecological context

Socialization

Microsystem

Time


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Who/What Decides What is

Normal


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Ecological approach looks at human

development in terms of the individual within

a number of changing environments.

Ecological Context


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Socialization: the process by which an

individual becomes a member of a particular

culture and takes on its values beliefs, and

other behaviors in order to function within it.

Socialization


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Focus lies on interactive dynamics between

the child and the family over a long period of

time

Guided Participation

Contemporary theories of socialization


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Ecological: human development in real worldsettings, comprising of five categories

It is in these interrelated systems that socialization

takes place The process and interaction between the individual

and their environment are the center of this model.

Developmental: outside looking in

Physical and social settings of daily life

Customs of child care and child rearing

Psychology of the caretakers

The Ecological Model and

Developmental Niche


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An Ecological Model


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The Developmental Niche

Attempts to explain the development of how

one develops in Uris model.

Work was conducted by Super and Harkness.


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A Developmental Orientation

Behavior does not take place at one period in

our lives, but rather develops continuously,


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Defining Culture

1952: A.L. Kroeber and Clyde Kluckhohn

Culture consists of patterns, explicit and implicit,of and for behavior acquired and transmitted by

symbols, constituting the distinctive achievementof human groups, including their embodiments inartifacts; the essential core of culture consists oftraditional (i.e., historically derived and selected)ideas and especially their attached values culture

systems may, on the one hand, be considered asproducts of action, on the other as conditioningelements of further action.


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Culture therefore is:

Learned

Shared

Ideas about and Patterns of behavior


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Culture is learned

Culture is not innate or genetically passeddown E.g. language is an important part of culture and

we know that it is learned, even though thecapacity to acquire language is innate.

Enculturation Is the process by which a child learns the ideas

and behavior that constitute his or her culture

A child learns very early and absorbs thesecultural patterns from many resources: these areagents of socialization.


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Culture is Shared

Because culture is learned and can be learnedonly from other humans if follows thathumanness is achieved through contact with

other humans. People will therefore sharesimilar schemas or basic ideas and ways ofbehaving.

Kluckhohn, Murray, & Schneider, 1962

In some ways all people are the same

In some ways some people are the same

Ins some ways each person is unique


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Culture is Ideas

Schemas

Is a pattern of cultural behavior

Symbols (stop signs)

Concepts (breakfast-American)

American: eggs, toast, fruit, butter etc

Malays and Balinese (Southeast Asian): rice, hot water

or tea, maybe a small fish or vegetables (without rice itis not a meal)

Cluster of ideas


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Culture is Patterns of Behavior

When we discussed that culture is ideas we

are pointing to cognitive or mental

formulations-that is those schemas of all sorts

that people hold in their minds

But we must discuss the close connection

between ideas and acts

So we can say that culture is patterns of

behavior that are based on those ideas


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Culture, Society, & Ethnicity

Culture and societyarent they the same?

NO

Society is an organized group of individuals with

specific boundaries or criteria of membership We can speak of societies and cultures in terms of levels of

inclusiveness

Macro level: we call nations, states, provinces, counties,cities and the like social unites or societies

Society does not coincide with culture Societies are bounded, has social defined groups,

often territorial.


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Culture, Society, & Ethnicity

Culture and Ethnicity

Ethnicity from the Greeks is close to (affiliation)

and in meaning to our term is culture.

But todays culture ethnicity is used as a

euphemism for race


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Culture and subcultures

Culture is a generalization about shared ideas

The degree of sharedness poses problemsbecause no cultural schema is 100% the same.

Subculture is a word referring to some clearlyidentifiable, shared cultural ideas andbehaviors that are embedded within a larger,

more general culture. A smaller set of ideas relative to a larger set


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Cultures adapt and change

All cultures change continuously,

although not all parts at the same

rate.


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The concept of race

Race is often confused with culture

Has been used:

To refer to groups of people who share inherited

physical characteristics As a worldview, as a means of conceptualizing and

explaining human variability

As a cultural construction only loosely related tobiological facts.

Reflective more of schemas, aka cultural race, has providedthe basis for a racist ideology worldwide

Beliefs can cripple a culture


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The Significance of the Problem

Longitudinal studies

Shows that the number of children and

adolescents who have a psychological disorder is

high

The percentages are even higher among

disadvantaged children and adolescents

Prevalence The number of affected youth in the population


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History

Stubborn child act of 1654

1632-1704 John Locke

1712-1778 Jean Jacques Rousseau


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Why the delay

Why the slow progress of abnormal child and

adolescent psychology

The focus on adults

Its just a phase

Ethically and socially

Theoretical conflicts


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Three main approaches

1. Psychoanalytic approach (Sigmund Freud)

Three personality structures

Id-driven instincts

Ego-reality principle

Superego-to behave in a socially acceptable manner

Defense mechanisms


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Three main approaches cont..

2. Behavioral Approach (Ivan Pavlov)

Operant conditioning

Classical conditioning


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Three main approaches cont

3. Social Learning Theory

Bandura

Application of learning principles in treatment

Behavior modification

Cognitive behavior therapy


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Recent Advances in classification and

diagnosis

Establish clear criteria to define, classify and

diagnose disorders

Develop assessment tools that consistently

and accurately measure behavioral and

emotional problems

Set up and conduct large scale longitudinal

studies of children


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The DSM

The Diagnostic and Statistical Manual of

Mental Disorders (DSM)

Is the most widely used system of classification for

psychological disorders, formulated by theAmerican Psychiatric Association


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History of the DSM

1st issue was 1952-DSM

2nd issue was 1968-DSM-II

3rd issue was 1980-DSM-III

3rd issue revised in 1987-DSM-III-TR

4th issue 1994-DSM-IV

4th issue revised in 2000-DSM-IV-TR


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The DSM as a multiaxial system

AXIS I: Clinical Disorders/Mood Disorders

AXIS II: Personality Disorders/Mental

Retardation

AXIS III: General Medical Conditions

AXIS IV: Psychosocial and Environmental

Problems

AXIS V: Global Assessment of Functioning


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DSM-Why is it important

Detailed picture of psychological disorders

Points to different factors or direct relevanceto intervention

Promotes the biopsychosoical model withinwhich to describe and understand and heardisorders

The model takes into account the bio, psy,social, and cultural factors association withthe childs difficulty


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Limits of the DSM

Development orientation

Age and gender

Comorbidity

Developmental challenges and adaptation

Normal pathological
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Limitations of a Diagnostic Approach

Category Vs. Dimension

Categorical approach: you either have it or you

dont

Dimensional approach: considers the individual

Must consider:

Labeling

Developmental Psychopathology Perspective

We must know normal in order to know abnormal


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Limitations of a Diagnostic Approach

the Advantages and Disadvantages

Category Vs. Dimension

Category:

Allows for estimations, planning treatment , and

prevention Limits understanding of individual differences

Dimensional Approach

Considers the individual

Must be wary of

Labeling

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