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Developmental Psychopathology
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16.1 What Makes Development Abnormal?
Learning Objectives Describe three broad criteria of abnormal behavior and the approach taken by DSM-5 in diagnosing disorders such as major depressive disorder Define developmental psychopathology and contrast the developmental psychopathology perspective to a medical or disease perspective Explain and illustrate the diathesis–stress model of psychopathology © Cengage Learning. All rights reserved.
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What Makes Development Abnormal?
Three broad criteria to define line between normal and abnormal behavior Statistical deviance Maladaptiveness Personal distress © Cengage Learning. All rights reserved.
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DSM Diagnostic Criteria
Diagnostic and Statistical Manual of Mental Disorders Spells out defining features and symptoms for numerous psychological disorders Most psychological disorders have many variations and many contributors © Cengage Learning. All rights reserved.
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DSM Diagnostic Criteria
Changes in the DSM-5 criteria Use of single category for “autism spectrum disorder” Intellectual disability rather than mental retardation Disruptive mood dysregulation for intense and frequent temper tantrums in children © Cengage Learning. All rights reserved.
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DSM Diagnostic Criteria
Changes in the DSM-5 criteria Greater latitude for diagnosing depression for those grieving Reorganization of dementia diagnoses Attention to how age, gender, and race or ethnicity may affect diagnoses © Cengage Learning. All rights reserved.
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DSM Diagnostic Criteria
DSM-5 recognizes that both cultural and developmental considerations should be taken into account Asians may complain of somatic symptoms Body symptoms such as tiredness and aches © Cengage Learning. All rights reserved.
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Developmental Psychopathology
Study of abnormal behavior from a developmental perspective Study of the origins and course of maladaptive behavior How do disorders arise and how does their expression change as the individual develops? © Cengage Learning. All rights reserved.
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Developmental Psychopathology
Psychopathology as development, not disease Some developmental psychopathologists fault DSM-5 medical or disease model Rather than disease, some argue psychopathology is an outcome of a developmental process Neurodevelopmental disorders © Cengage Learning. All rights reserved.
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Developmental Psychopathology – Pathways
Figure 16.1 Developmental pathways leading to normal and abnormal outcomes © Cengage Learning. All rights reserved.
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Developmental Psychopathology
Social norms Expectations about how to behave in a particular social context What is normal in one context, but not in another Abnormal behavior must be defined in relation to age norms Societal expectations about what behavior is appropriate or normal at various ages © Cengage Learning. All rights reserved.
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Developmental Psychopathology
Developmental issues Nature-nurture Continuity-discontinuity Diathesis–stress model of psychopathology Proposes that psychopathology results from the interaction over time of a predisposition or vulnerability to psychological disorder and the experience of stressful events © Cengage Learning. All rights reserved.
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The Diathesis-Stress Model
Figure 16.2 The diathesis-stress model © Cengage Learning. All rights reserved.
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Developmental Psychopathology
Depression example for diathesis-stress Often evolve from an interaction of diathesis and stress Interaction between genes and environment Relationship between stress and disorder is reciprocal © Cengage Learning. All rights reserved.
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© 2015. Cengage Learning. All rights reserved.
16.2 The Infant Learning Objectives Describe the two defining features and main characteristics, including brain functioning, associated with autism spectrum disorder Explain why rates of autism spectrum disorder are increasing, how nature and nurture may contribute to it, and what can be done to treat it © Cengage Learning. All rights reserved.
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16.2 The Infant Explain why there is controversy about whether infants can have true depressive disorders and what factors contribute to depression symptoms in infancy © Cengage Learning. All rights reserved.
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Autism Spectrum Disorder
Autism spectrum disorder (ASD) Usually begins in infancy Characterized by abnormal social and communication development and restricted interests and repetitive behavior © Cengage Learning. All rights reserved.
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Autism Spectrum Disorder
Two defining features of autism in DSM-5 Social and communication deficits Difficulty forming social relationships Responding to social cues Restricted and repetitive interests and behavior Seek sameness and repetition May become obsessed with particular objects and interests Resist change © Cengage Learning. All rights reserved.
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Autism Spectrum Disorder
ASD diagnoses Classic autism Pervasive developmental disorders Child disintegrative disorder Asperger syndrome: Normal or above-average intelligence Good, verbal skills, and a desire to establish social relationships, but deficient social cognitive and social-communication skills © Cengage Learning. All rights reserved.
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Autism Spectrum Disorder
Asperger syndrome Normal or above-average intelligence Good verbal skills Clear desire to establish social relationships Deficient social cognitive and social-communication skills © Cengage Learning. All rights reserved.
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Autism Spectrum Disorder
Is there an epidemic? 1987: autism affected 4 or 5 of every 10,000 children 2006: 1 in 110 Two years later: 1 in 88 © Cengage Learning. All rights reserved.
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Autism Spectrum Disorder
Why are rates rising? Increased awareness Broader definition that includes the entire autistic spectrum (including more mild cases) Increased diagnosis Variations in diagnostic practices © Cengage Learning. All rights reserved.
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Autism Spectrum Disorder
Characteristics of ASD Infants Lack of normal interest in and responsiveness to social stimuli Failure to orient to someone calling their name Preference for human over nonhuman stimuli Failure to make eye contact ASD often comorbid with other disorders More males are affected © Cengage Learning. All rights reserved.
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Autism Spectrum Disorder
Brain functioning Abnormal brain growth and connectivity Mirror neuron deficits Executive function impairments Extreme male brain © Cengage Learning. All rights reserved.
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Autism Spectrum Disorder
Suspected causes Not bad parenting Genes are a contributing factor Environmental triggers could interact with genetic predisposition: virus; chemicals in environment © Cengage Learning. All rights reserved.
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Autism Spectrum Disorder
Developmental outcomes Small minority outgrow it Positive outcomes most likely for those with IQ scores above 70 Treatment Intensive and highly structured behavioral and educational programming Applied behavioral analysis © Cengage Learning. All rights reserved.
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Depression DSM-5 diagnosis of major depressive disorder in childhood, not in infancy Depressive symptoms most likely in infants Who are abused Neglected Lack a secure attachment relationship © Cengage Learning. All rights reserved.
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© 2015. Cengage Learning. All rights reserved.
16.3 The Child Learning Objectives Distinguish between externalizing and internalizing problems and discuss nature/nurture and continuity/discontinuity issues pertaining to childhood problems Characterize ADHD in terms of its symptoms, developmental course, suspected causes, and treatment Discuss the importance and challenges of recognizing depression in children © Cengage Learning. All rights reserved.
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Externalizing and Internalizing Problems
Children with externalizing problems Lack self-control Act out in ways that disturb other people Violate social expectations Aggressive Disobedient Difficult to control Disruptive © Cengage Learning. All rights reserved.
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Externalizing and Internalizing Problems
Children with internalizing problems Negative emotions are internalized, or bottled up, rather than externalized, or expressed. Anxiety disorders Phobias Severe shyness and withdrawal Depression © Cengage Learning. All rights reserved.
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Attention Deficit Hyperactivity Disorder
Attention deficit hyperactivity disorder symptoms Inattention Easily distracted, misses details, forgetful Hyperactivity and impulsivity Restless, fidgety, and difficulty in taking turns © Cengage Learning. All rights reserved.
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Attention Deficit Hyperactivity Disorder
Developmental course When predominant symptom is hyperactivity/impulsivity, ADHD revealed in infancy Inattention problems persist over lifespan © Cengage Learning. All rights reserved.
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Attention Deficit Hyperactivity Disorder
Suspected causes Most likely differences in brain chemistry Frontal lobes do not function in typically developing children Genes and environment interact Treatment Medication/medication combined with behavior treatment can improve functioning in the short term © Cengage Learning. All rights reserved.
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© 2015. Cengage Learning. All rights reserved.
Depression Depression in children is rarer than depression in adolescents and adults Characteristics Sadness, irritability, and lack of interest in activities Treatments Cognitive behavioral therapy Medication © Cengage Learning. All rights reserved.
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© 2015. Cengage Learning. All rights reserved.
16.4 The Adolescent Learning Objectives Evaluate the “storm and stress” view of adolescence Summarize the nature, causes, and preferred treatment of anorexia nervosa Describe normal substance use in adolescence and how the cascade model accounts for the development of substance use problems © Cengage Learning. All rights reserved.
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© 2015. Cengage Learning. All rights reserved.
16.4 The Adolescent Learning Objectives Explain why depression rates climb in adolescence, especially among females Describe gender differences in adolescent suicidal behavior and explain why some adolescents attempt or commit suicide © Cengage Learning. All rights reserved.
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© 2015. Cengage Learning. All rights reserved.
Storm and Stress? Adolescence is a period of: Risk taking Problem behaviors Heightened vulnerability to some forms of psychological disorders © Cengage Learning. All rights reserved.
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© 2015. Cengage Learning. All rights reserved.
Eating Disorders More females diagnosed Anorexia nervosa Bulimia nervosa Binge eating disorder Five percent of females have one of three eating disorders © Cengage Learning. All rights reserved.
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© 2015. Cengage Learning. All rights reserved.
Eating Disorders Suspected causes Western ideal of thinness Genes Biochemical abnormalities Prevention and treatment Family therapy approaches More lasting effects than individual treatment © Cengage Learning. All rights reserved.
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Substance Use Disorders
Person continues to use a substance despite adverse consequences Cascade model of substance use Transactional, multifactor model Cascade of environmental factors © Cengage Learning. All rights reserved.
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Substance Use Disorders
Figure 16.3 Percentages of adolescents in grades 8, 10, and 12 who report ever using various substances © Cengage Learning. All rights reserved.
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Depression and Suicidal Behavior
Why is adolescence a depressing period for some? Genetic influences become stronger Girls are more likely to experience accumulation of stressful events Rely on ruminative coping © Cengage Learning. All rights reserved.
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Depression and Suicidal Behavior
Third leading cause of death for 15- to 24-year-olds 12% of male, and 19% of female high school students considered suicide in the past year Males are more likely to commit suicide Product of diathesis-stress © Cengage Learning. All rights reserved.
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Depression and Suicidal Behavior
Figure 16.4 Number of suicides per 100,000 people by age and sex © Cengage Learning. All rights reserved.
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© 2015. Cengage Learning. All rights reserved.
16.5 The Adult Learning Objectives Explain how depression is related to age, gender, and ethnicity in adulthood Describe the major characteristics of dementia and Alzheimer’s disease in particular Summarize what we know about the biology and causes and contributors of Alzheimer’s disease © Cengage Learning. All rights reserved.
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© 2015. Cengage Learning. All rights reserved.
16.5 The Adult Explain how one can distinguish between irreversible dementias like Alzheimer’s disease and reversible dementias, delirium, depression, and normal aging © Cengage Learning. All rights reserved.
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© 2015. Cengage Learning. All rights reserved.
Depression Average age of onset of major depression early 20s One to two percent of elderly adults have major depressive disorder; 15% and 25% experience symptoms of depression Women twice as likely to be diagnosed Ethnic and cultural differences © Cengage Learning. All rights reserved.
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© 2015. Cengage Learning. All rights reserved.
Depression Treatment Older adults likely to go undiagnosed May believe depressive symptoms are part of aging process Mental health professionals may misdiagnose Depressed elderly adults who seek psychotherapy benefit Most effective approach is often a combination of drug treatment and psychotherapy © Cengage Learning. All rights reserved.
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© 2015. Cengage Learning. All rights reserved.
Aging and Dementia Dementia Progressive deterioration of neural functioning associated with cognitive decline Not part of normal aging Not a single disorder © Cengage Learning. All rights reserved.
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Aging and Dementia Figure 16.5 Percentage of older adults with dementia by age group © Cengage Learning. All rights reserved.
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© 2015. Cengage Learning. All rights reserved.
Aging and Dementia Alzheimer’s disease Most common subtype of dementia Accounts for 50–70% of all cases Senile plaques Neurofibrillary tangles Warning signs Getting lost Having trouble managing money Paying bills © Cengage Learning. All rights reserved.
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© 2015. Cengage Learning. All rights reserved.
Aging and Dementia Alzheimer’s disease Causes and contributors Genetic effects Epigenetic effects being investigated Treatment No cure Memory training and memory aids Behavioral management techniques © Cengage Learning. All rights reserved.
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© 2015. Cengage Learning. All rights reserved.
Aging and Dementia Table 16.1 Some Common Forms and Causes of Dementia © Cengage Learning. All rights reserved.
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