Conceptual Models of Conceptual Models of Child PsychopathologyChild Psychopathology

Models and theoriesModels and theories

Set of principles used to analyze or Set of principles used to analyze or explain a set of phenomenaexplain a set of phenomena

Example: temper tantrumsExample: temper tantrums

Why use models/theories?Why use models/theories?

1.1. Intuitive scientistsIntuitive scientists

2.2. Effective and efficientEffective and efficient

3.3. Testable hypothesesTestable hypotheses

Problems with modelsProblems with models

1.1. May prevent us from seeing May prevent us from seeing important aspects of a problemimportant aspects of a problem

2.2. Will direct the way choose to treat Will direct the way choose to treat the problemthe problem

Examples:Examples:

How to judge a theoryHow to judge a theory

1.1. ComprehensivenessComprehensiveness

2.2. ParsimonyParsimony

3.3. Empirical validityEmpirical validity

4.4. TestabilityTestability

5.5. UsefulnessUsefulness

Developmental Developmental Considerations (cont.)Considerations (cont.)

Developmental Psychopathology Developmental Psychopathology PerspectivePerspective stresses the importance of stresses the importance of

developmental processesdevelopmental processes viewed as a macroparadigmviewed as a macroparadigm to understand maladaptive behavior, to understand maladaptive behavior,

must know normative behaviormust know normative behavior

Developmental Developmental Psychopathology Perspective Psychopathology Perspective

(cont.)(cont.)

Figure 2.3  Figure 2.3  Developmental psychopathology as a Developmental psychopathology as a macroparadigm.macroparadigm. Based on Achenback, 1990). Based on Achenback, 1990).

Biological ModelBiological Model

Interested in underlying organic Interested in underlying organic pathology; pathology; considers brain and nervous considers brain and nervous system functions as underlying causes of system functions as underlying causes of psychological disorderspsychological disorders

1.1. Genes: produce a tendencyGenes: produce a tendency Temperament: activity, emotionality, Temperament: activity, emotionality,

sociability, aggressive/impulsivesociability, aggressive/impulsive2.2. Toxins/drugsToxins/drugs3.3. Physical illness/traumaPhysical illness/trauma4.4. NeurotransmittersNeurotransmitters

Biological Models Biological Models (cont.)(cont.)

Neurobiological Contributions:Neurobiological Contributions: different areas of the brain regulate different areas of the brain regulate

different functions and behaviorsdifferent functions and behaviors the endocrine system--hormones; the endocrine system--hormones;

especially implicated in health- and stress-especially implicated in health- and stress-related disorders related disorders

Biological Models (cont.)Biological Models (cont.)

Neural Plasticity and the Role of Neural Plasticity and the Role of ExperienceExperience maturation of the brain is an organized, maturation of the brain is an organized,

hierarchical process hierarchical process consequences of traumatic experienceconsequences of traumatic experience

Benefits and drawbacks of Benefits and drawbacks of medical modelmedical model

Strengths:Strengths: Application for prevention and treatmentApplication for prevention and treatment Reduces stigmaReduces stigma Takes blame off of parentsTakes blame off of parents

Drawbacks:Drawbacks: Only addresses symptomsOnly addresses symptoms Fails to address environmental factorsFails to address environmental factors Side effects of drugsSide effects of drugs

Psychodynamic ModelsPsychodynamic Models

Dominated thinking for a long timeDominated thinking for a long time Not all that appropriate for kidsNot all that appropriate for kids

Not motivated/self-referredNot motivated/self-referred Introspection limitedIntrospection limited Requires stable personality structureRequires stable personality structure Doesn’t address environmental forcesDoesn’t address environmental forces

Psychological PerspectivesPsychological Perspectives

Emotional Influences:Emotional Influences: emotions tell us what to pay attention to emotions tell us what to pay attention to

and provide motivation for actionand provide motivation for action children may have difficulties in emotion children may have difficulties in emotion

reactivity or emotion regulationreactivity or emotion regulation temperament shapes the child’s temperament shapes the child’s

approach to the environment and vice approach to the environment and vice versaversa

Psychological Perspectives Psychological Perspectives (cont.)(cont.)

Behavioral and Learning Influences:Behavioral and Learning Influences: Applied Behavior Analysis --antecedents Applied Behavior Analysis --antecedents

and consequencesand consequences classical conditioningclassical conditioning social learning social learning social cognition - how children think social cognition - how children think

about themselves and othersabout themselves and others

Importance of Learning Importance of Learning PerspectivesPerspectives

1.1. Optimistic about changeOptimistic about change2.2. Simple, straightforwardSimple, straightforward3.3. Downplays previous life historyDownplays previous life history4.4. Leads to treatment interventionsLeads to treatment interventions5.5. Forces us to be concreteForces us to be concrete6.6. Strong record keepingStrong record keeping7.7. Active involvement for parents and Active involvement for parents and

teachersteachers8.8. Scientific baseScientific base9.9. efficientefficient

Learning perspective Learning perspective problemsproblems

1.1. Tries to explain too muchTries to explain too much

2.2. Doesn’t address developmental Doesn’t address developmental issues wellissues well

3.3. Might ignore cognitionsMight ignore cognitions

Lepper et al.Lepper et al.

Purpose: test of overjustification Purpose: test of overjustification hypothesis – person’s intrinsic interest hypothesis – person’s intrinsic interest may decrease if given it provides a may decrease if given it provides a means to achieving an extrinsic goalmeans to achieving an extrinsic goal This effect is predicted for any situation This effect is predicted for any situation

where extrinsic attribution becomes present where extrinsic attribution becomes present when intrinsic interest was only prior when intrinsic interest was only prior attribution for engaging in the behaviorattribution for engaging in the behavior

Lepper et al.Lepper et al.

IV: reward condition/experimenter IV: reward condition/experimenter interventionintervention

Manipulation: reward for engaging in a Manipulation: reward for engaging in a drawing activity (expected, unexpected, and drawing activity (expected, unexpected, and none)none)

DV: time spent on drawing activity after the DV: time spent on drawing activity after the experimental procedureexperimental procedure

Results:Results: Children in expected reward condition spent less Children in expected reward condition spent less

time drawing than children in the other conditionstime drawing than children in the other conditions

Cognitive-Behavioral Cognitive-Behavioral ApproachesApproaches

Includes thoughts/internal experiencesIncludes thoughts/internal experiences AttributionsAttributions AppraisalsAppraisals ExpectanciesExpectancies

Examples:Examples:1.1. Problem solving trainingProblem solving training2.2. Impulse control trainingImpulse control training3.3. Perspective takingPerspective taking

LimitationsLimitations

FamilyFamily,, Social, and Cultural Social, and Cultural InfluencesInfluences

Ecological models Ecological models describe the child’s environment as a describe the child’s environment as a series of nested and interconnected series of nested and interconnected structuresstructures

FamilyFamily, , SocialSocial, and Cultural , and Cultural Influences Influences (cont.)(cont.)

Figure 2.8 Figure 2.8 An ecological model of environmental An ecological model of environmental influences. influences.

Family and Social Influences Family and Social Influences (cont.)(cont.)

Evolution and Attachment Evolution and Attachment attachment theory -- evolving child-caregiver attachment theory -- evolving child-caregiver

relationship, relationship, helps the child to regulate behavior and emotions, helps the child to regulate behavior and emotions,

especially in conditions of threat or stressespecially in conditions of threat or stress 4 patterns of attachment, types of internal 4 patterns of attachment, types of internal

working modelsworking models Secure Secure anxious-avoidantanxious-avoidant anxious-resistantanxious-resistant disorganizeddisorganized

Family and Social Influences Family and Social Influences (cont.)(cont.)

The Family and Peer ContextThe Family and Peer Context study of individual factors and the study of study of individual factors and the study of

the child’s context are mutually compatible the child’s context are mutually compatible and beneficial to both theory and interventionand beneficial to both theory and intervention

family system theorists study children’s family system theorists study children’s behavior in relation to other family membersbehavior in relation to other family members