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Working Models: Psychological problems in childhood and adolescence

Working Models: Psychological problems in childhood and adolescence. Reading. CLOSED RESERVE: From Wenar & Kerig (2000) Developmental Psychopathology. “ Developmental psychopathology (pp. 18-26). Lecture Questions. What are the key elements of a developmental model of childhood disorders?

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Working Models: Psychological problems in childhood and adolescence

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  1. Working Models: Psychological problems in childhood and adolescence

  2. Reading CLOSED RESERVE: • From Wenar & Kerig (2000) Developmental Psychopathology. “Developmental psychopathology (pp. 18-26)

  3. Lecture Questions • What are the key elements of a developmental model of childhood disorders? • How would a developmental model work in practice? • What are the key elements of a social contextual model? • How would a social contextual model work in practice?

  4. Developmental model • Psychological problems = normal development gone awry, continuum • Hierarchical • Continuity and discontinuity • Holistic Sroufe & Rutter, Cichetti & Cohen

  5. Issues in infancy/early childhood: Self-control Attachment Language/ Communication Development gone awry: Toileting/sleep problems Separation anxiety Attachment disorders Oppositional behaviour Autism Using a developmental framework Is there something wrong with Geoff’s daughter?

  6. Issues in middle childhood Learning/school requirements Peers Realistic fears Development gone awry: Learning disorders Enuresis Conduct disorder School phobia Specific phobia OCD Framework: middle childhood Should Anna be worried about Tom?

  7. Issues in adolescence: Identity Peer group Sexuality Physiological changes Experimentation/curiosity Development gone awry: Conduct disorder Eating disorders Substance Abuse Depression/ suicidality Framework: Adolescence Do Alex and Sam need to worry about CYFS?

  8. Developmental model: so what determines healthy vs problematic responses? • Risk factors • Vulnerability • Protective factors/buffers • Resiliency • Werner & Smith study, Kauai island, 40 years)

  9. Social contextual model (Carr) Problems “nested in multiple systems” systems developmental child pan theoretical parents extended family school Influences extend both ways, from and to child community

  10. Framework for understanding problem development • Precipitating- trigger events • Predisposing- vulnerabilities or risk factors • Maintaining-factors that keep the problem going • Protective factors- strengths and resources

  11. Jodie: A case study alcoholic Margaret Tom Nola Jim Jody 10 Claustrophobic Jenny Mark Shift worker, pub 4/5 Matthew 19 Joel 15 Left home-6 months Separation anxiety Glandular fever-age 9

  12. Examples of precipitating events • Transition- lifecycle transitions, changing residence, school, change in family structure (divorce or separation, step-family) • Distressing event (death, separation, hospitalisation, relationship loss, abuse) • Physical illness • Social/financial stresses in family

  13. Biological factors: Genetic vulnerabilities Pre- and peri-natal complications Early injuries, illnesses Psychological factors: Low intelligence Difficult temperament Low self-esteem External locus of control Examples of predisposing (risk) factors in child

  14. Examples of family factors • Parenting in early life- neglectful, permissive, authoritarian, inconsistent, lack of stimulation, attachment problems • Family problems in early life- psychological, alcohol or drug abuse, parental criminality, violence, deviant siblings, family disorganisation • Stresses in early life-bereavement, separations, child abuse, social disadvantage, institutional upbringing

  15. Examples of school factors • Bullying/ victimisation • Unsuitability of educational placement • Lack of friendships • Deviant peers • Community examples: • Poor social support network for family • Community attitudes (e.g. disparagement of adolescent mothers, tolerance for violence)

  16. Maintaining factors:examples • Child: poor coping, low self-image, negative world-view • Family: communication problems, authoritarian or inconsistent parenting, chaotic patterns, spousal violence • Parents: problems akin to child’s, own psychological problems or criminality • Social: poor support, high family stress, tolerance of violence, deviant peer group

  17. Protective factors:examples • Biological- good health • Psychological-intelligence, easy temperament, high self-worth and sense of coping, optimistic, effective coping skills • Family- clear communication, authoratative parenting, secure parent-child relationship • Parents-positive psychological well-being, effective coping • Social- low stress, good social supports, peer support, financially secure

  18. Checkpoint • Principles of developmental model • Construction of problems within developmental model • Principles of systemic model • How problems seen to develop within social contextual model

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