INTRODUCTION TO CHILD AND

ADOLESCENT PSYCHOPATHOLOGY
Development, Theories, and Influences
Distinguishing Normal from Abnormal
Behavior
 Four Ds
 Deviance (intensity, duration, and frequency),
 Dysfunction,
 Distress, and
 Danger
Deviance

 Informal assessment (interviews, observations, symptom rating

scales)
 Psychometric test batteries (personality assessment)
 Classification systems
Dysfunction

 Impact of the disorder on individual’s functioning

 Degree of dysfunctioning
 School performance (academic functioning)
 Social skills
Distress

 The degree of distress the disorder causes

 Interview with parents and teachers
Danger

 Risk for self harm and

 Risk of harm to others
The Impact of Theoretical Perspectives

 Rapid Reference 1.2

 Examples of Developmental Tasks, Competencies, and
Limitations
Neurobiological Theories

 Which part of the body or brain were malfunctioning

 Genetics (twin studies),
 Brain chemistry, or
 Brain anatomy (Magnetic Resonance Imaging)
Psychodynamic Theories and Theories of
Attachment
 Freud-psychosexual stages
 Erik Erikson (1902-1994)-psychosocial stages (socioemotional
tasks)
 John Bowlby-Adaptation theory
 Mary Ainsworth-attachment issues
 Securely attached-more independent, better problem solver
 Avoidant attachment-rarely showed distress when separated from caregivers
 Resistant attachment-clingy behaviors, greater upset at separation
 Disorganized behavior-distressing and frightened responses to caregivers
Behavioral Theories

 Classical conditioning
 Operant conditioning
 Observational learning
Cognitive Theories

 Jean Piaget-stages of cognitive development

 Social cognitive theories-Bandura
 Cognitive behavioral theories-Aaron Beck (cognitive triad)
Theories of Parenting and Family Systems
Theory
 Baumrind-parenting Styles
Parenting Styles
 Family Systems Theory
 Family unit as the focus of assessment and intervention
Influences and Developmental Change

 Bronfenbrenner (1979, 1989) Bioecological model

 Core-child individual characteristics (biological context, such as genetic
makeup, temperament, intelligence)
 Immediate environment (microsystem: family, school, peers, community,
neighborhood)
 Surrounding social and economic context (exosystem: poverty, divorce,
family stress)
 Cultural context, beliefs, and laws (macrosystem)
 Impact of one’s cumulative experiences over the course of a lifetime
(chronosystem)
Ethical Issues in Assessing, Treating, and
Conducting Research with Children
 Ethical considerations in research
 Ethical considerations in practice
 Issues of confidentiality