PSYCHOPATHOLOPSYCHOPATHOLOGY OF CHILDREN GY OF CHILDREN

AND FAMILYAND FAMILYWEEK 2WEEK 2

CHAPTER 1CHAPTER 1CONTEMPORARY CONTEMPORARY

PERSPECTIVES ON PERSPECTIVES ON ABNORMAL BEHAVIORABNORMAL BEHAVIOR

BIOLOGICAL BIOLOGICAL PERSPECTIVES ON PERSPECTIVES ON

ABNORMAL PSYCHOLOGYABNORMAL PSYCHOLOGY The nervous system The nervous system

NeuronNeuron

Soma @ Cell bodySoma @ Cell body

DendritesDendrites

AxonAxon

Axon TerminalAxon Terminal

NeurotransmittersNeurotransmitters

Synapse Synapse

Excesses or deficiencies of Excesses or deficiencies of neurotransmitters have been linked to neurotransmitters have been linked to various kind of mental health problemvarious kind of mental health problem

Excesses and deficiencies of Excesses and deficiencies of neurotransmitter norepinephrine have been neurotransmitter norepinephrine have been connected with mood disordersconnected with mood disorders

Neurotransmitter acetylcholine related to Neurotransmitter acetylcholine related to Alzheimer's disease Alzheimer's disease

Serotonin linked to various psychological Serotonin linked to various psychological disorders including anxiety disorders, mood disorders including anxiety disorders, mood disorders and eating disordersdisorders and eating disorders

PSYCHODYNAMIC PSYCHODYNAMIC PERSPECTIVESPERSPECTIVES

The Structure of the MindThe Structure of the Mind

Conscious mind Conscious mind Preconscious mindPreconscious mind Unconscious mindUnconscious mind

The Structure of PersonalityThe Structure of Personality

IdId

- the collection of unconscious urges and - the collection of unconscious urges and desires that continually seek expressiondesires that continually seek expression

- the repository of our baser drives and - the repository of our baser drives and instinctual impulses including hunger, instinctual impulses including hunger, thirst, sex and aggressionthirst, sex and aggression

- pleasure principle – the way in which the - pleasure principle – the way in which the id seeks immediate gratification of an id seeks immediate gratification of an instinctinstinct

EgoEgo

Freud’s term for the part of the Freud’s term for the part of the personality that mediates between personality that mediates between environmental demands (reality), environmental demands (reality), conscience (superego) and instinctual conscience (superego) and instinctual need (id)need (id)

Reality principle – the way in which the Reality principle – the way in which the ego seeks to satisfy instinctual demands ego seeks to satisfy instinctual demands safely and effectively in the real world safely and effectively in the real world

Superego Superego

- the social and parental standards - the social and parental standards the individual has internalized; the the individual has internalized; the conscience and ego idealconscience and ego ideal

- Ego ideal – the part of the superego - Ego ideal – the part of the superego that consists of standards of what that consists of standards of what one would like to beone would like to be

Stages of Psychosexual Stages of Psychosexual DevelopmentDevelopment

Oral Stage (birth to 18 months)Oral Stage (birth to 18 months) First stage of Freud’s theory of personality First stage of Freud’s theory of personality

development, in which the infant’s erotic feelings development, in which the infant’s erotic feelings center on the mouth, lips and tongue.center on the mouth, lips and tongue.

Anal Stage (roughly 18 months to 3 ½ years)Anal Stage (roughly 18 months to 3 ½ years) Second stage of Freud’s theory of personality Second stage of Freud’s theory of personality

development in which a child’s erotic feelings development in which a child’s erotic feelings center on the anus and on eliminationcenter on the anus and on elimination

Phallic Stage (after age 3)Phallic Stage (after age 3) Third stage of Freud’s theory of personality Third stage of Freud’s theory of personality

development in which erotic feelings center on development in which erotic feelings center on the genitalsthe genitals

Oedipus complex and Electra complex – a child’s Oedipus complex and Electra complex – a child’s sexual attachment to the parent of the opposite sexual attachment to the parent of the opposite sex and jealousy toward the parent of the same sex and jealousy toward the parent of the same sex; generally occurs in the phallic stagesex; generally occurs in the phallic stage

Latency Period (5 to 12 @ 13 years Latency Period (5 to 12 @ 13 years old)old)

The child appears to have no The child appears to have no interest in the other sex; occurs interest in the other sex; occurs after the phallic stageafter the phallic stage

Genital Stage Genital Stage Final stage of normal adult sexual Final stage of normal adult sexual

development which is normally development which is normally marked by mature sexualitymarked by mature sexuality

Psychodynamic Psychodynamic Perspectives on Normality Perspectives on Normality

and Abnormality and Abnormality Normal as well abnormal people are Normal as well abnormal people are

driven by the irrational drives of the iddriven by the irrational drives of the id

Normality - balance of energy among the Normality - balance of energy among the psychic structures of id, ego and psychic structures of id, ego and superego. superego.

Abnormality – the balance of energy is Abnormality – the balance of energy is lopsided lopsided

LEARNING LEARNING PERSPECTIVESPERSPECTIVES

Classical Conditioning Classical Conditioning

- Ivan Pavlov (1849 – 1936)- Ivan Pavlov (1849 – 1936)

- A response naturally elicited by one - A response naturally elicited by one stimulus comes to be elicited by a different, stimulus comes to be elicited by a different, formerly neural stimulusformerly neural stimulus

Unconditioned stimulus (US)Unconditioned stimulus (US)

- stimulus that invariably causes an - stimulus that invariably causes an organism to response in specific wayorganism to response in specific way

Unconditioned response (UR) Unconditioned response (UR) - A response that takes place in an organism A response that takes place in an organism

whenever an unconditioned stimulus occurwhenever an unconditioned stimulus occur

Conditioned stimulus (CS)Conditioned stimulus (CS)- An originally neural stimulus that is paired with An originally neural stimulus that is paired with

an unconditioned stimulus and eventually an unconditioned stimulus and eventually produces the desired response in an organism produces the desired response in an organism when presented alonewhen presented alone

Conditioned response (CR)Conditioned response (CR)- After conditioning, the response an organism - After conditioning, the response an organism

produces when only a conditioned stimulus is produces when only a conditioned stimulus is presented presented

Before ConditioningBefore Conditioning

Bell No Response US (food) UR Bell No Response US (food) UR (Salivation(Salivation

During ConditioningDuring Conditioning

CS (Bell) CS (Bell) –Followed by-–Followed by- US (Food) UR (Salivation) US (Food) UR (Salivation)

After ConditioningAfter Conditioning

CS (Bell) CR (Salivation)CS (Bell) CR (Salivation)

Operant Conditioning Operant Conditioning involves the acquisition of behaviors called involves the acquisition of behaviors called operant behaviorsoperant behaviors that are emitted by the that are emitted by the organism and that operate upon or organism and that operate upon or manipulate the environment to produce manipulate the environment to produce certain effects. certain effects.

Operant behaviorsOperant behaviorsBehavior designed to operate on the Behavior designed to operate on the environment in a way that will gain something environment in a way that will gain something desired or avoid something unpleasant desired or avoid something unpleasant

ReinforcerReinforcer- A stimulus that follows a behavior and A stimulus that follows a behavior and

increases the likelihood that the behavior will increases the likelihood that the behavior will be repeated be repeated

Punisher Punisher - A stimulus that follows a behavior and A stimulus that follows a behavior and

decreases the likelihood that the behavior will decreases the likelihood that the behavior will be repeatedbe repeated

Positive ReinforcerPositive Reinforcer- Any event whose presence increases the Any event whose presence increases the

likelihood that ongoing behavior will recur likelihood that ongoing behavior will recur

Negative ReinforcerNegative Reinforcer- Any event whose reduction or termination Any event whose reduction or termination

increases the likelihood that ongoing behavior increases the likelihood that ongoing behavior will recurwill recur

Social Cognitive TheorySocial Cognitive Theory

emphasizes the ability to learn by emphasizes the ability to learn by observing a model or receiving observing a model or receiving instructions without firsthand instructions without firsthand experience by learner experience by learner

Example – phobias may be learned Example – phobias may be learned vicariously by observing the fearful vicariously by observing the fearful reactions of others in real lifereactions of others in real life

HUMANISTIC-HUMANISTIC-EXISTENTIAL EXISTENTIAL

PERSPECTIVESPERSPECTIVES Carl Roger, Abraham Maslow Carl Roger, Abraham Maslow

Self ActualizationSelf Actualization

- to strive to become all they are capable of - to strive to become all they are capable of beingbeing

To understand abnormal behavior in the To understand abnormal behavior in the humanistic view, we need to understand the humanistic view, we need to understand the roadblocks that people encounter in striving roadblocks that people encounter in striving for self actualization and authenticityfor self actualization and authenticity

COGNITIVE COGNITIVE PERSPECTIVESPERSPECTIVES

Information processing approachInformation processing approach

storage, retrieval, manipulation, and storage, retrieval, manipulation, and outputoutput

- psychological disorders – disturbance - psychological disorders – disturbance of these processes of these processes

ABC approach ABC approach

Catastrophic Thinking Catastrophic Thinking

Aaron Beck proposed 4 basic types of cognitive Aaron Beck proposed 4 basic types of cognitive errors that contribute to emotional distress:errors that contribute to emotional distress:

1. Selective Abstraction1. Selective Abstraction

2. Overgeneralization2. Overgeneralization

3. Magnification3. Magnification

4. Absolutist thinking4. Absolutist thinking

SOCIOCULTURAL SOCIOCULTURAL PERSPECTIVESPERSPECTIVES

Poverty, social decay, Poverty, social decay, discrimination, lack of economy discrimination, lack of economy opportunityopportunity

LEVEL OF ANALYSISLEVEL OF ANALYSIS

The biological perspective adopts a The biological perspective adopts a physiological level of analysis. It examines physiological level of analysis. It examines the role that biochemical processes such as the role that biochemical processes such as imbalances in brain chemistry may play in imbalances in brain chemistry may play in the development of psychological disordersthe development of psychological disorders

The learning perspective adopts a The learning perspective adopts a behavioral level of analysis. It focuses on behavioral level of analysis. It focuses on how our behavior is shaped by learning how our behavior is shaped by learning experiences.experiences.

The humanistic existential perspective adopts a The humanistic existential perspective adopts a phenomenological vantage point. It explores phenomenological vantage point. It explores people’s subjective experiencespeople’s subjective experiences

The cognitive perspective focuses on the role The cognitive perspective focuses on the role of dysfunctional thinking patterns in of dysfunctional thinking patterns in psychological disorders such as irrational psychological disorders such as irrational beliefbelief

The psychodynamic perspective probes the The psychodynamic perspective probes the unconscious motives and conflicts that believed unconscious motives and conflicts that believed to underlie psychological disordersto underlie psychological disorders

The socio-cultural perspective focuses The socio-cultural perspective focuses psychological disorders in the context of the psychological disorders in the context of the larger society. larger society.