48

Entwicklungspsychopathologie (Subject) / Altklausurfragen (Lesson)

This lesson was created by PsychoStudyKo.

Learn lesson

back  |  next 1 / 1

• Epigenetic processes refer to . . . A) the fact that maternal behavior has long-term consequences on cognitive activities and the brain in general. B) the physiological processes that stand behind phenotypic variation in behavior. C) variations in behavior that are due to different qualities of experiences which affect gene expression. C) variations in behavior that are due to different qualities of experiences which affect gene expression.
• What is new in Belsky's "differential susceptibility" model? A) Individuals high in susceptibility showed better outcomes in positive environment than "ordinary" individuals. B) Vulnerabilities are restricted to negative environments. C) It widens the concept of resilience to entail competence as well. A) Individuals high in susceptibility showed better outcomes in positive environment than "ordinary" individuals.
• When using an etic approach in studying psychopathology across cultures, cultural differences in syndrome of maladjusted behavior are likely to be ... A) underestimated. B) exaggerated. C) adequately assessed. A) underestimated.
• A researcher, conducting a prospective longitudinal study on aggression from childhood to adolescence, found various trajectories differing in precursors and outcomes. The researcher decided to subject part of the sample to an intervention (randomized control trial). What could have been the main aim? A) To investigate whiter induced change of precursors result in shifting individuals to other trajectories. B) To translate research results as quickly as possible to practical application, and thereby also increase public support. C). To corroborate the longitudinal data by independent experimental evidence. A) To investigate whiter induced change of precursors result in shifting individuals to other trajectories.
• Past adversities play a role in effects of current adversities on psychosocial functioning - which one? They . . . A) increase the likelihood of current adversities. B) reduce the threshold of responses to current adversities. C) moderate the effect size of current adversities. B) reduce the threshold of responses to current adversities. (C -> protective factors moderate the effect size of current adversitites)
• What moderates the effect size of current adversities? How? Protective factors - by acting as buffers for risks. 
• In what model are environmental vulnerabilities are restricted to negative ones? Diathese-Stress-Modell
• What does the Differential Susceptibility Model say? Children differ in their susceptibility to the effect of positive and negative environments. Children that perform worse in negative environments also perform better in positive environments compared to more stable individuals. The author prefers the word "plasticity-gene" compared to a risk-gene.
• Please name two sets of methods used in resilience research!  Methoden der Resilienzforschung: (2 Ansätze) (1) multivariate Variablen-fokussierter Ansatz (2) Personen-fokussierter Ansatz
• Please describe and give one example of a set of methods used in resilience research! (1) Variablen-fokussierter Ansatzo   Analyse der Effekte sich kumulierender Risikofaktoren o   Eine Möglichkeit dies zu untersuchen, wäre eine multiple Regression, mit dem Versuch die Ausreißer außerhalb der Regression („off-diagonal cases) zu erkläreno   Figure 1: Masten & Obradovic, 2006 (Analyse von „risk-gradients“):-Jede Person kann persönliche Risikofaktoren haben, mehrere sind auch möglich. Aufgrund dieser Faktoren ist es möglich eine Entwicklungsvorhersage zu treffen. Hierbei können Adaptionsprobleme auftreten. -Die Personen in der Grafik stehen für den tatsächlichen Entwicklungsverlauf. In dieser Grafik sind resiliente Personen unten rechts zu finden. Hier befinden sich Menschen mit hohem Risikofaktor(-en) und geringen Problemen.o   Problem dieses Ansatzes: Solche Analysen wurden nur für einzelnen Level gemacht. Das beachtet aber die Multikausalität nicht. (Erinnerung an Gottlieb!)
• Advertisement
• Please describe and give one example of a set of methods used in resilience research! (2) 2) Personen-fokussierter Ansatzo   Haben eine lange Geschichte. Hat begonnen mit Einzelfalldarstellungen in früheren Jahrhunderten.o   Figure 2: Masten & Obradovic, 2006o   Stellt die Entwicklung eines Kindes („Sarah“) dar, das den Verlust der Eltern bei einem Unfall verkraften musste. Dargestellt sind Größe und Gewicht in Abhängigkeit vom Alter. o   Am Punkt des Verlustes der Eltern weicht die Kurve von der vorhergesagten Entwicklung ab. Es wird wieder besser als Sarah aus dem Waisenhaus in eine Familie adoptiert wurde.o   Fazit aus diesem Beispiel: Negative Lebensereignisse können einen großen Einfluss nehmen, aber es gibt immer Hoffnung auf Veränderung.o   Die meisten personen-fokussierten Ansätze aggregieren über Personen und schauen auf Effekte in riesigen Stichproben. Die klassische Idee war es, große Risikogruppen zu finden und dann deren Subgruppen (noch raus schreiben, um welche Subgruppen es sich handelt) zu betrachten. Diejenigen die sich trotzdem normal entwickeln vs. diejenigen die sich maladaptiv entwickeln, obwohl gleiche Anzahl an Risikofaktoren zeigen. o   Figure 3: Masten & Obradovic, 2006  o   Grafik zeigt den IQ 3 verschiedener Personengruppen (Kompetent, resilient, maladaptiv). o   Gibt Hinweis darauf, dass resiliente Kinder möglicherweise intelligenter sind. Könnte Mediator für Resilienz sein. o   Personal characteristics („Pfeil nach oben“); sind in diesem Ansatz wichtiger
• Please describe and give one example of a set of methods used in resilience research! (2) 2) Personen-fokussierter Ansatzo   Haben eine lange Geschichte. Hat begonnen mit Einzelfalldarstellungen in früheren Jahrhunderten.o   Figure 2: Masten & Obradovic, 2006o   Stellt die Entwicklung eines Kindes („Sarah“) dar, das den Verlust der Eltern bei einem Unfall verkraften musste. Dargestellt sind Größe und Gewicht in Abhängigkeit vom Alter. o   Am Punkt des Verlustes der Eltern weicht die Kurve von der vorhergesagten Entwicklung ab. Es wird wieder besser als Sarah aus dem Waisenhaus in eine Familie adoptiert wurde.o   Fazit aus diesem Beispiel: Negative Lebensereignisse können einen großen Einfluss nehmen, aber es gibt immer Hoffnung auf Veränderung.o   Die meisten personen-fokussierten Ansätze aggregieren über Personen und schauen auf Effekte in riesigen Stichproben. Die klassische Idee war es, große Risikogruppen zu finden und dann deren Subgruppen (noch raus schreiben, um welche Subgruppen es sich handelt) zu betrachten. Diejenigen die sich trotzdem normal entwickeln vs. diejenigen die sich maladaptiv entwickeln, obwohl gleiche Anzahl an Risikofaktoren zeigen. o   Figure 3: Masten & Obradovic, 2006  o   Grafik zeigt den IQ 3 verschiedener Personengruppen (Kompetent, resilient, maladaptiv). o   Gibt Hinweis darauf, dass resiliente Kinder möglicherweise intelligenter sind. Könnte Mediator für Resilienz sein. o   Personal characteristics („Pfeil nach oben“); sind in diesem Ansatz wichtiger
• What are the key principles of developmental psychopathology? - Developmental Principle - Normative Principle - System Principle - Gene-Environment Principle - Multilevel Principle - Agency Principle - Communality Principle - Longitudinal Principle - Causality Principle - Culture Principle  - Relevance Principle
• Please describe the social information processing theory by Dodge to explain aggressive behaviors in specific situations (2 points)! Aus einem Cascadenmodell 1) Encoding -> Hypervigilance for negative social cues (selective attention) 2) Making attributions -> behavior of others is ofter interpreted as hostile 3) Generating responses -> smaller repertoire of behavioral options (especially competent ones)  4) Evaluating responses -> Is the response adequate and effective? - often short-term subjective focues 5) Enacting responses -> Is the response maintained or stopped due to differing (not expected) reaction of the other person? (aggressive people are less competent here. Aggressive people are convinced that aggressive behavior is helpfull in reaching their goals and that they can enact it.  Aggressive skills > non-ggressive skills ("I can only behave this way")
• How do peer rejection and Social Information Processing Theory relate to each other (2 points)? Defizite der kognitiven Verarbeitung sozialer Reize als proximaler Faktor und Ablehnung durch Peers als distaler Faktor für aggressives Verhalten. Bidirektionaler Zusammenhang -> beeinflussen sich gegenseitig über die Zeit Kinder, die bereits ein Defizit des SIP haben, verlieren durch die Zurückweisung der Peers die Möglichkeit diese auszugleichen.   SIP als Mediator zwischen Peer rejection und aggressivem Verhalten. Solche Kinder werden wiederum zurückgewiesen, weil sie sich inadequat gegenüber ihren Peers verhalten. In einer MTMM-Studie zeigte sich, dass SIP nicht langfristig zeitstabil im Sinne eines Traits ist. Dies erlaubt Interventionen.
• Please name and describe the two sets of methods used in resilience research! Please give for each set one example! (6 points) Multivariate variable-focused models: Multiple regression analysis and explanation of off-gradient cases (outliers)  -> risk gradients -> Why are people under circumstances of a lot risk still having little problems and vice versa? Person-focused models: Following single cases over time or Aggregating multiple cases and identifying subgroups and looking for differences of groups
• How is the role of risk factors explored? - temporal precedence (which of A & B comes first?) - correlation (are A & B correlated?) - dominance (which is most potent in achiving O?)
• What is a causal risk factor? A causal risk factor is one that when changed via an intervention changes the outcome.
• How can risk factors behave to each other? Proxy (strong) vs. distale (weak) overlapping (correlated and co-dominant) vs. independent  mediator  moderator
• What are protective factors? (+ Example!) Protective factors are specific, not just the flip side of risk factors. Protective factors diminish the effect of risk factors or even make it nil. In the case of no risk factors they have no additional positive gain. (Example: A very supportive grandma can be a protective factor for the risk factor of a non-responsive / less supportive mother.)
• What are upward and downward cascades? Upward (gene-environment interplay): genetic -> neural -> behavioural -> social -> former ecological intervention follow this pathway Downward (initiated by biological imbedding of experience): negative event / trauma -> altered gene expression or stress-response system -> Can in turn trigger upward cascades (brain development -> stress reactivity -> psychopathology)
• What are Cascade Models? Cascade models attempt to map mechanisms through which early risk factors affect subsequent outcomes over the course of development (“spill-over” from one domain to another) -> enables to plan interventions at key junctions to prevent future problems 
• How do epigenetic processes manifest? By changing the transcription of genes and the accessibility of DNA rapidly and reversibly: - histone acethylation (Histon-Acethylierung) (increasing) - DNA & histone methylation (Methylierung) decreasing 
• What epigenetic effects were observed? - prenatal environmental exposures  - postnatal mother-infant interactions - juvenile social rearing - adult social stress (via DNA methylation and hisotne acethylation / methylation: long-term consequences in gene expression, physiology and behavior) - gene-nutrient interaction in honey bees (social vs reproductive castes) - toxin exposure (e.g. alcohol)  - prenatal maternal mood  - maternal licking and grooming
• What is puberty? Def.//lat. pubertas: process of sexual maturation during adolescence. Medical definition of puberty = Time in which child’s sexual and physical characteristics mature. It occurs due to hormone changes. Puberty in context = Puberty is a biological phenomenon but experiences and meaning of puberty are qualified by the contexts (e.g. cultures) in which puberty occurs (Helpful framework for understanding effect of early maturation on child mental health)
• What are the characteristics of psychopathology in adolescence? 1) affect and behavioral disorders show an increase in prevalence (e.g., major depressive disorder changes prevalence from 5% to 10% over early adolescence); most disorders have onset during adolescence 2) the manifestation of psychopathology changes (e.g., due to changes in cognitive capabilities hopelessness becomes more central in depression; anti-social behavior becomes more connected to criminal activity) 3) gender differences in prevalence rates intensify concerning affective disorder, but decrease in behavioral disorders.  4) some disorders show remarkable historical upward trends in prevalence, such as eating disorders, risk-taking behavior, and suicide 
• What is self-control and what does it predict? lack of control, impulsive aggression, lack of persistence, impulsivity, inattention Prediction: difficulties in self-control in the first decade of life predict differences in health, wealth, and crime at age 32.
• What is Laurence Steinbergs central argument? Disjunctions in biology, cognitive capability, and contextual demands create vulnerabilities to difficulties and disorder, especially those that require such self regulation (e.g. depression, antisocial behavior)
• How are difficulties and disorders related to self-regulation (in adolescence)? In early adolescence the regulatory system is not yet fully developted. under regulation -> conduct disorders inappropriate regulation -> depression due to rumination
• How does self-regulation during adolescence change? neuro-behavioral changes of puberty (stronger subjective emotions and motivations) -> new challenges to self-regulation (regulation by scaffolding -> internal regulation) -> social contacts can compensate (interindividual difference in recruiting such ressources)
• Advertisement
• What is todays view on the role of context? - role is non-specific (no solid link between specific condition and specific dysfunction) - risk is cumulative (more risk factors embark greater risk for developing problem behavior) - contexts are linked (Think about Bronfenbrenner!) - interactions between multiple, interdependent, sometimes nested contexts - objective attributes and subjective appraisals are important alike  - adolescents play an active role in selecting and shaping context 
• What is todays view on the role of context? - role is non-specific (no solid link between specific condition and specific dysfunction) - risk is cumulative (more risk factors embark greater risk for developing problem behavior) - contexts are linked (Think about Bronfenbrenner!) - interactions between multiple, interdependent, sometimes nested contexts - objective attributes and subjective appraisals are important alike  - adolescents play an active role in selecting and shaping context 
• What is todays view on the role of context? - role is non-specific (no solid link between specific condition and specific dysfunction) - risk is cumulative (more risk factors embark greater risk for developing problem behavior) - contexts are linked (Think about Bronfenbrenner!) - interactions between multiple, interdependent, sometimes nested contexts - objective attributes and subjective appraisals are important alike  - adolescents play an active role in selecting and shaping context 
• What are coercive cycles? = problem in family management (main strategy: coercion - unwanted behaviors are met with adverse reactions) Child learns antisocial behavior.  Eltern reagieren auf aversives Verhalten (Kind hört nicht) selbst mit aversivem Verhalten (sie schimpfen, schreien, schlagen). Irgendwann geben sie nach. Durch das Ausbleiben der (positiven) Bestrafung kommt es zur negativen Verstärkung. Das Kind lernt somit, dass es mit allem durchkommt.
• What is deviancy training? Children get trained in antisocial behavior by exchanging knowledge and ideas with others. Positive reinforcement (sometimes explicitely "that's a great idea", often implicit - smiling, saying nothing) Already observed in Kindergarten. Is a predictor for overt and covert problem behavior (offenes und verdecktes) later on.
• What are examples of risk factors for drug abuse? - early behavioural problems - low parental supervision - low social competencies - early drug experimentation - availability - low community ressources
• What are examples of protective factors for drug abuse? - high self-control - high support and supervision by parents - personal and social competencies - academic achievement - anti-drug rules at school  - ressources and support within the community
• What are gender-typical risks for early and high alcohol consumption? male: - low education of parents - rural region female & male: - high family use - low family support - behavioral problems at school female: - high BMI, early puberty - deviant peers
• What are recommendations for policy making? 1) Policy should be based on scientific evidence -> negative effects of peer aggregation (deviant groups) should be acknowledged (not just mean effects discussed - who got worse / better / stayed the same) 2) Identify validated intervention principles that avoid peer aggregation (family-based, multi-systemic, integrate settings, etc.) 3) Reduce harm when aggregation cannot be avoided (minimize time in such groups, reduce unstructured interactions, have well-trained facilitators) 
• What are recommendations for policy making? 1) Policy should be based on scientific evidence -> negative effects of peer aggregation (deviant groups) should be acknowledged (not just mean effects discussed - who got worse / better / stayed the same) 2) Identify validated intervention principles that avoid peer aggregation (family-based, multi-systemic, integrate settings, etc.) 3) Reduce harm when aggregation cannot be avoided (minimize time in such groups, reduce unstructured interactions, have well-trained facilitators) 
• What can we learn with regard to the prevention of adaptation problems that may emerge in puberty? My answer: Physical, hormonal & sex-specific changes during the time of puberty are universal around the world and come with certain universal challenges (such as changes in. How they are interpreted and thus how they affect psychological health & wellbeing are highly dependent on the (cultural) context they happen in. Also, each context comes with certain context/culture-specific challenges (like fullfilment of gender roles, dealing with neg. or pos. view on puberty). There is a (secular) that shifts the age of menace down. This needs to be taken into account as well as the variation in onset and offset of puberty: Groups of early and late maturers deal with different challenges! Preventions need to take all of these factors into account. 
• What are examples for normative and non-normative changes? normative:  - school changes, retirement, starting & ending a relationship non-normative: - trauma (loosing a parent early, getting raped), very early start of puberty
• What is the cumulative change hypothesis? School transition around age 12 and physical changes come together and create problems.
• How do you deal with the physical changes of puberty? - individuation from your parents - selecting (new) peers - form your identity
• What historical trend can be seen in adolescence? upward trend - eating disorders - risk-taking behavior - suicide
• Was ist Entwicklungspsychopathologie? Entwicklungspsychopathologie ist die Untersuchung des Verhaltens und der Anpassung in einem Entwicklungskontext (Masten, 2006), d.h. einer Situation von altersbedingten Veränderungen der psychosozialen Funktions- und Verhaltensabläufe.
• Cascades: What are methodological problems? 1) require longitudinal data with repeated measurements of multiple domains or levels of functioning across time 2) need to control for across-time continuity and within-time covariance (we dont want to measure correlation that were already present at the beggingn of the study) 3) distinguish between a cascade effect from earlier domains of functioning to newly emerging domains 4) distinguish between a cascade effect and developmental manifestation of progress within a broader underlying domain of functioning 5) time span between measurement intervals needs to be large enough to allow cascade effects to show up at all 6) most convincing evidence for cascade effects will be experimental (not based on correlational data)
• What is the most relevant attachment style for developing psychopathology and how does it come about? Disorganized attachment - child was massively ignored and neglected

back  |  next 1 / 1