1. Conceptual Models of Child Psychopathology

2. Models and theories Set of principles used to analyze or explain a set of phenomena Set of principles used to analyze or explain a set of phenomena Example: temper tantrums Example: temper tantrums

3. Why use models/theories? 1. Intuitive scientists 2. Effective and efficient 3. Testable hypotheses

4. Problems with models 1. May prevent us from seeing important aspects of a problem 2. Will direct the way choose to treat the problem Examples:

5. How to judge a theory 1. Comprehensiveness 2. Parsimony 3. Empirical validity 4. Testability 5. Usefulness

6. Developmental Considerations (cont.) Developmental Psychopathology Perspective Developmental Psychopathology Perspective stresses the importance of developmental processes stresses the importance of developmental processes viewed as a macroparadigm viewed as a macroparadigm to understand maladaptive behavior, must know normative behavior to understand maladaptive behavior, must know normative behavior

7. Developmental Psychopathology Perspective (cont.) Figure 2.3 Developmental psychopathology as a macroparadigm. Based on Achenback, 1990).

8. Biological Model Interested in underlying organic pathology; considers brain and nervous system functions as underlying causes of psychological disorders Interested in underlying organic pathology; considers brain and nervous system functions as underlying causes of psychological disorders 1. Genes: produce a tendency Temperament: activity, emotionality, sociability, aggressive/impulsive Temperament: activity, emotionality, sociability, aggressive/impulsive 2. Toxins/drugs 3. Physical illness/trauma 4. Neurotransmitters

10. Biological Models (cont.) Neurobiological Contributions: Neurobiological Contributions: different areas of the brain regulate different functions and behaviors different areas of the brain regulate different functions and behaviors the endocrine system--hormones; the endocrine system--hormones; especially implicated in health- and stress-related disorders especially implicated in health- and stress-related disorders

11. Biological Models (cont.) Neural Plasticity and the Role of Experience Neural Plasticity and the Role of Experience maturation of the brain is an organized, hierarchical process maturation of the brain is an organized, hierarchical process consequences of traumatic experience consequences of traumatic experience

12. Benefits and drawbacks of medical model Strengths: Strengths: Application for prevention and treatment Application for prevention and treatment Reduces stigma Reduces stigma Takes blame off of parents Takes blame off of parents Drawbacks: Drawbacks: Only addresses symptoms Only addresses symptoms Fails to address environmental factors Fails to address environmental factors Side effects of drugs Side effects of drugs

13. Psychodynamic Models Dominated thinking for a long time Dominated thinking for a long time Not all that appropriate for kids Not all that appropriate for kids Not motivated/self-referred Not motivated/self-referred Introspection limited Introspection limited Requires stable personality structure Requires stable personality structure Doesn’t address environmental forces Doesn’t address environmental forces

14. Psychological Perspectives Emotional Influences: Emotional Influences: emotions tell us what to pay attention to and provide motivation for action emotions tell us what to pay attention to and provide motivation for action children may have difficulties in emotion reactivity or emotion regulation children may have difficulties in emotion reactivity or emotion regulation temperament shapes the child’s approach to the environment and vice versa temperament shapes the child’s approach to the environment and vice versa

15. Psychological Perspectives (cont.) Behavioral and Learning Influences: Behavioral and Learning Influences: Applied Behavior Analysis --antecedents and consequences Applied Behavior Analysis --antecedents and consequences classical conditioning classical conditioning social learning social learning social cognition - how children think about themselves and others social cognition - how children think about themselves and others

16. Importance of Learning Perspectives 1. Optimistic about change 2. Simple, straightforward 3. Downplays previous life history 4. Leads to treatment interventions 5. Forces us to be concrete 6. Strong record keeping 7. Active involvement for parents and teachers 8. Scientific base 9. efficient

17. Learning perspective problems 1. Tries to explain too much 2. Doesn’t address developmental issues well 3. Might ignore cognitions

18. Lepper et al. Purpose: test of overjustification hypothesis – person’s intrinsic interest may decrease if given it provides a means to achieving an extrinsic goal Purpose: test of overjustification hypothesis – person’s intrinsic interest may decrease if given it provides a means to achieving an extrinsic goal This effect is predicted for any situation where extrinsic attribution becomes present when intrinsic interest was only prior attribution for engaging in the behavior This effect is predicted for any situation where extrinsic attribution becomes present when intrinsic interest was only prior attribution for engaging in the behavior

19. Lepper et al. IV: reward condition/experimenter intervention IV: reward condition/experimenter intervention Manipulation: reward for engaging in a drawing activity (expected, unexpected, and none) Manipulation: reward for engaging in a drawing activity (expected, unexpected, and none) DV: time spent on drawing activity after the experimental procedure DV: time spent on drawing activity after the experimental procedure Results: Results: Children in expected reward condition spent less time drawing than children in the other conditions Children in expected reward condition spent less time drawing than children in the other conditions

20. Cognitive-Behavioral Approaches Includes thoughts/internal experiences Includes thoughts/internal experiences Attributions Attributions Appraisals Appraisals Expectancies Expectancies Examples: Examples: 1. Problem solving training 2. Impulse control training 3. Perspective taking Limitations Limitations

21. Family, Social, and Cultural Influences Ecological models Ecological models describe the child’s environment as a series of nested and interconnected structures describe the child’s environment as a series of nested and interconnected structures

22. Family, Social, and Cultural Influences (cont.) Figure 2.8 An ecological model of environmental influences.

23. Family and Social Influences (cont.) Evolution and Attachment Evolution and Attachment attachment theory -- evolving child-caregiver relationship, attachment theory -- evolving child-caregiver relationship, helps the child to regulate behavior and emotions, especially in conditions of threat or stress helps the child to regulate behavior and emotions, especially in conditions of threat or stress 4 patterns of attachment, types of internal working models 4 patterns of attachment, types of internal working models Secure Secure anxious-avoidant anxious-avoidant anxious-resistant anxious-resistant disorganized disorganized

24. Family and Social Influences (cont.) The Family and Peer Context The Family and Peer Context study of individual factors and the study of the child’s context are mutually compatible and beneficial to both theory and intervention study of individual factors and the study of the child’s context are mutually compatible and beneficial to both theory and intervention family system theorists study children’s behavior in relation to other family members family system theorists study children’s behavior in relation to other family members