lecture 1 *DPP*

disturbances of behaviour, feelings and thought

composed of stereotypes , prejudice and discrimination (multiple levels : public , perosnal , self stigma ( or internalized stigma )

intense , frequent and or persistent abnormal patterns of **emotion, cognition and behaviour**

Emphasizes that different patterns occur in the context of normal development and may lead to current and future problems in infants, children and adolescents

proportion of population with a disordder ( number of current cases)

the rate at which new cases arise ( all new cases in a given time period)

abillity to adjust to new informztion and expiriences. Trough adaptation , we are able to adopt new behaviours that allow us to cope with change

adaptation or competence despite adversities

incresed vulnerability to disorder

individual , family , social characteristics that are associated with this increased vulnerability

individual , family , social characterisitcs that are associated with this positive adaptation

1. structural
2. preceptions of psychological problems
3. perceptions of mental health and child welfare

long waiting lists , high costs

denial or desbelif

lack of confidence in system and negative expirinces

80% is treateble

20% of children will expirience life long difficulties

1. statistical divergence
2. socio cultural standards
3. mental health care definitions

too much or too little statistically abnormalities

he beliefs and expectations of certain groups about what kind of emotions , cogntions, behaviur and unacceptable

DSM5) clinically based judgements of distress and dysfucntion

positive quality of life

function well at home, at school and in society

have no symptoms of pshycopathology

1. dysfunctiona
2. distress
3. deviance
4. danger

1. physiological models
2. psychodynamic models
3. behavioural and cognitive models
4. humanistic models
5. family or systematic models
6. sociocultural models

physiological mase of all psychological processes and events :

*structural / functional

*biological

*chemical

1. diathesis stress model
2. genes and environment model
3. connectome model

diathesis : predisposition : physiological vulnerabilities such as genetic defects, structural pathology and biochemical dsiturbances

stress: physiological or form enviornment

*the interaction of stess and diathesis may lead to development of a disorder

1. passive correlations
2. active correlations
3. evocative correlations
4. gene by environment interactions

children are exposed to different environenmts proevided by their genetically related oarents

child select or create their own environments as a fuction of theor gentic backgroud

child expirince different reactions or respomsnses to their genetically influnced emotions or behaviours

involve differential ensitivity or suspctability to envirements or expirinces

localization vs holistic view of the brain (development)

diagram of the brain's neural conncetions

subconscious cognitive, affective and motivational processes

mening of individual , subjective expiriences

Freud

development of personality problems and childhood psychilogical challanges during againg

mental representation of selve

subconscious cognitive, affective and motivational processes

normal and devian tbehaviour learned ( calssical conditioning , operant conditioning, observatioanl learning )

individual's observable behaviou in specific environment

learning deficits or defects in learning process

looks at personal meaningfull expirinces

motivation of early growth

motivation of positive slef image

suppresion of needs

could be overly optimistic

understanding the personalty of a child based on the dynamics in the family

considering both sharing and non sharing suroundings of the family

diagnostics and therapy based on the child within the family

components of ecological models at home , neighbourhood and school

including gender, ethnicity and socioeconomic status

people born in a particular historical period share key experiences and events

"Children's development is embedded in multiple settings,environments, and systems"

they include patterns of adjustment and poor adjustment over time

changes in interactions / transactions across lifespan with sorundings

*changes can happan at many point

*change is constrined or enabled by previus adaptations

same initial conditions lead to varius outcomes in developmental pathways

varius initial conditions lead to corresponding outcomes

**ability to adapt** to the environment and to take normal developmental steps

**areas of confort** child dispays domains of competence

adaptation or competence despite adversities

no universal , categorical or fixed property → changes over time and situations

child features ( intelligence )

family attributes ( secure relationship)

environment characterisitcs ( good school)

in deprivated families

in negelcted family / abusive

insuffcint care

who had a low birh weight

mental health problems in parents

increased vulnerability to any, or many kinds of disorders

( maltreatment predicts a negative develpopment in the short term and long term )

**increased vulnerability to a particular disorder.**

( presence of inactive enzyme predicts development of intelctual diasbility )

1. within child
2. within family
3. within other family relationships
4. within comunirties

cognitive abilities , easy temperament , good self regulation

close relationship , authoritive family , positive family climate

close relationships with competent and supportive adult , connections to prosocial and rule abiding peers

effective schools , ties to prosocial organisities, neighbourhood

factors that reduce impact of risks ,reduce negative chain reactions that follow exposure to risk