Abnormal Psychology

1. Abnormal Psychology Ch. 14: Abnormal Behavior in Childhood and Adolescence

2. Mental Health Problems Among Children/Adolescents Prevalence Estimates suggest 10% of children suffer from some form of disorder Children with externalized problems are more likely to be treated than those with internalized problems i.e., problems that are easy to see (aggressive and/or destructive behavior) vs. issues that aren�t as visible (anxiety, depressive tendencies, etc.)

3. Mental Health Problems Among Children/Adolescents Gender differences: Males: at much greater risk of developing childhood disorders Females: in adolescence, anxiety, mood and eating disorders become more prevalent Biological factors: Prenatal factors (teratogens, viral infections, etc.) birth complications, low birth weigh and premature birth increase risk of disorders

4. Mental Health Problems Among Children/Adolescents Cognitive factors: Negative expectancies - see group of kids playing, think �they wouldn�t want to play with me� ? social withdrawal ? depression/aggress Psychosocial risk factors: Stress ? maladaptive behaviors (e.g. depression) Being abused ? lowered intelligence, depression, suicide

5. Autistic Disorder Essential features: Presence of markedly Abnormal or impaired development in social interaction and communication Restricted repertoire of activity and interests Typically is no period of normal development Onset usually evident by 18-30 months; primarily affects males (4-5x more often); must manifest itself prior to age 3

6. Autistic Disorder (Autism) Impairment in reciprocal social interaction: May be marked impairment in use of nonverbal behaviors Eye-to-eye contact Facial expression Body postures Gestures

7. Autistic Disorder (Autism) They may not take part in social games or play May prefer solitary activities, involving others only as tools or �mechanical aids� Often, awareness of others is highly impaired: May be oblivious to others May have no concept of others needs

8. Autistic Disorder (Autism) Impairment in communication is marked and affects verbal and nonverbal skills May be a delay in, or total lack of, the development of spoken language In those who do speak, there may be difficulty initiating or sustaining a conversation w/others

9. Autistic Disorder (Autism) Tend to not engage in simple imitative play as infants (e.g. mimicking the faces parents make) May be a lack, or absence, of make-believe play

10. Autistic Disorder (Autism) May display a restricted range of interests and are often preoccupied with one narrow interest E.g. Amassing football statistics Many insist on sameness of ritual/routines May show marked distress to even minor changes E.g.: Student at ISD

11. Autistic Disorder (Autism) May demonstrate odd behaviors May clap hands, flick fingers May rock or sway Walk on tip-toe Demonstrate odd body postures

12. Autistic Disorder (Autism) Tend to be preoccupied with parts of objects Button or snaps on shirts Body parts Some have a fascination with movement Sit and watch a top spin for hours Watch fan blades turn Some develop an attachment to inanimate objects (string, rubber band, etc.)

13. Autistic Disorder (Autism) Approximately 75% of individuals with autism function at a retarded level, usually in the moderate range Other features: May display self-injurious behaviors May have temper tantrums (children) Savant syndrome http://www.youtube.com/watch?v=ckqDX2XpdyY

14. Autistic Disorder: Theoretical Perspectives The cause of autism remains unknown Seemingly a strong genetic component based on twin studies (60% for identical twins) Brain abnormalities: males with autism have structural brain differences Large ventricles, indicating brain cell loss, and poor neural pathway development) Belief of the past: Emotionally cold parents

15. Mental Retardation Essential features: Delay in development of cognitive and social functions IQ of 70 or below Onset prior to age 18

16. Mental Retardation: Causes Biological Chromosomal disorders Genetic disorders Infectious diseases Brain damage Over 50% of cases have an unknown cause

17. Down Syndrome Most common form of mental retardation Result of an extra chromosome on the 21st pair of chromosomes (21st pair in egg or sperm does not divide normally) Due to defect in mother�s chromosomes in 95% of cases Becomes more prevalent when the age of expectant parents is in the 30�s or 40�s

18. Down Syndrome Physical features: Round face Broad, flat nose; enlarged tongue The appearance of slanted eyes, caused by folds of skins in the corner of eyes Small arms and legs (in relation to size of body) Small hands with short fingers

19. Down Syndrome Physical problems: Malformed heart Respiratory problems Lack muscle tone Uncoordinated As a result of physical problems, most don�t live beyond middle age

20. Down Syndrome Cognitive and affect disturbances: Tend to suffer from memory deficits Have difficulty processing verbal info As they get older, many experience memory loss and demonstrate childish emotions Many, if given proper attention and schooling, can learn to read, write and do simple arithmetic

21. Fragile X Syndrome Most common form of inherited mental retardation Thought to be caused by mutated gene on X sex chromosome More frequent and usually more severe in males. Why should that be expected? Course varies: no symptoms, mild learning disabilities or profound retardation

22. Other Factors in Mental Retardation Teratogens crossing the placenta: Substance abuse during pregnancy Diseases (Rubella, syphilis, genital herpes, etc.) Premature birth Brain infections during infancy or childhood Trauma to the head Ingesting toxins (e.g. lead paint)

23. Learning Disorders Essential features: impairment in the development of reading, writing and/or math skills Impairs performance in school or daily activities Approximately 5% of children in U.S. public schools are diagnosed with a learning disorder

24. Types of Learning Disorders Mathematics Disorder: characterized by Difficulty understanding terms or operations(how to add, subtract, etc.) Difficulty deciphering symbols (+, -, =, etc.) Difficulty in copying numbers or figures correctly Difficulty with mathematical skills (counting, learning multiplication tables) Usually evident by age 8

25. Types of Learning Disorders Disorder of Written Expression: Extreme deficiency in writing skills Usually recognized by age 7 Characterized by errors in: Spelling Grammar Punctuation Sentence structure and writing paragraphs

26. Types of Learning Disorders Reading Disorder (Dyslexia): Essential features: difficulty recognizing words and understanding written text Characterized by: Reading difficulty; when reading aloud they tend to omit or substitute words (burn = bun) May see letters upside down (n = u) or reversed (d = b)

27. Theoretical Perspectives: Learning Disorders Genetics: 70% of identical twins develop dyslexia if the other twin has developed it Brain abnormalities: Defective brain circuitry in the area of the brain between the retina and the visual cortex ? impaired visual processing. May explain omission of words and seeing letters reversed or upside down

28. Communication Disorders Expressive Language Disorder: Involves impairment in spoken language Slow to build vocabulary Demonstrate errors in tense Difficulty producing age-appropriate sentences

29. Communication Disorders Mixed receptive/expressive language disorder Difficulty understanding and producing speech May have difficulty understanding similar descriptive words (small, tiny, little) or terms related to space (here/there; near/far)

30. Communication Disorders Phonological disorder Individual has difficulty uttering certain types of sounds (eg. ch, sh, th, r sounds) May omit or substitute sounds for the phonemes they cannot pronounce

31. Attention-Deficit Hyperactivity Disorder Essential features: persistent pattern of inattention and/or hyperactivity-impulsivity that is more severe than typical for the age or developmental level Symptoms must be present prior to age 7 Must demonstrate impairment in at least 2 settings (e.g. home, school, work)

32. Attention-Deficit Hyperactivity Disorder Inattention: May fail to give close attention to details Work is often messy, performed carelessly and without a great deal of thought Find it hard to see task through to the end Tend to not follow through on requests or instructions given

33. Attention-Deficit Hyperactivity Disorder Typically avoid activities that require sustained mental effort E.g. Homework or paperwork Easily distracted by irrelevant stimuli

34. Attention-Deficit Hyperactivity Disorder Hyperactivity manifested by: Fidgetiness or squirming in one�s seat Difficulty remaining seated Running or climbing in inappropriate situations (e.g. jumping on furniture, run through house) Excessive talking Difficulty participating in sedentary activities

35. Attention-Deficit Hyperactivity Disorder Impulsivity manifests itself in: Impatience; interrupting/intruding on others Difficulty in delaying responses Blurting out answers before questions have been completed Difficulty waiting one�s turn Engage in dangerous behaviors w/out thinking of consequences

36. Attention-Deficit Hyperactivity Disorder Theoretical perspectives: Genetics seems to play a key role May be brain abnormalities in the part of the brain that controls attention, arousal and communication between hemispheres The brain may be less mature in these individuals ? impulsive, less restrained behaviors Maternal substance abuse and/or smoking

37. Conduct Disorder Essential features: repetitive, persistent pattern of behavior in which the basic rights of others, societal norms or rules are violated Three or more characteristic behaviors had to occur in past 12 months, one of which had to occur in the past 6 months

38. Conduct Disorder Behaviors fall into 4 main groupings: Aggressive conduct (causes/threatens harm to other�s or animals) Nonaggressive conduct that causes property loss or damage Deceitfulness or theft Serious violations of rules

39. Conduct Disorder Aggressive conduct: may display Bullying, threatening or intimidating behavior Initiate physical fights Use a weapon that can cause serious harm Be physically cruel to people or animals Steal while confronting a victim (mugging, purse snatching, armed robbery, etc.) Force someone into sexual activity

40. Conduct Disorder Deliberate destruction of other�s property: Arson Vandalism Deceitfulness or theft: Frequent lying Breaking into homes/buildings/cars; shoplifting

41. Conduct Disorder Serious violation of rules: Pattern of behavior usually starting before age 13 Staying out late (breaking parent�s curfew) Running away from home overnight (not due to problems at home) Truancy

42. Conduct Disorder Other symptoms: May have little empathy/concern for others feelings, wishes and well-being May lack appropriate feelings of guilt/remorse Any remorse shown may be a means of reducing/preventing High rate of suicidal thoughts/attempts/deaths

43. Oppositional Defiant Disorder Essential features: recurrent pattern of defiant, disobedient and hostile behavior toward authority figures (persists at least 6 months)

44. Oppositional Defiant Disorder Characterized by at least 4 of the following: Losing temper Arguing with adults Actively defying or refusing to comply with requests or rules set by adults Deliberately doing things to annoy others Blaming others for one�s mistakes/misbehavior Being angry and resentful, vindictive or spiteful

45. Oppositional Defiant Disorder Defiant behaviors expressed via: Persistent stubbornness Resistance to directions Unwillingness to compromise, give in or negotiate with adults or peers Persistent testing of limits Hostility demonstrated by deliberately annoying others or by verbal aggression

46. Separation Anxiety Disorder Essential feature: excessive anxiety concerning separation from home or from those whom the person is attached Anxiety is beyond that which is expected for the person�s developmental level Must last for at least 4 weeks Onset must be prior to age 18

47. Separation Anxiety Disorder Children with this disorder: Often express fear of being lost and never being reunited with parents Are uncomfortable traveling independently away from the house/familiar areas ? may avoid going places by themselves May be reluctant or refuse to go to school, camp, visit or sleep at friends home, go on errands, etc.

48. Separation Anxiety Disorder Children with this disorder (cont): May be unable to stay in a room by themselves Are often �clingy� May insist that someone stay in their bedroom until they fall asleep If they awake during the night they often climb into parents bed; if door is locked they may sleep outside the parents� door

49. Separation Anxiety Disorder Children with this disorder (cont): May experience nightmares that express their fears (e.g. their family being killed) When separation occurs/anticipated: Stomachaches Headaches Nausea/vomiting Rare - Palpitations, dizziness, feeling faint