Developmental psychology and child psychology

 

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Developmental psychology and child psychology

Intro

Developmental psychology is the study field that explores the lifespan changes in human beings. It delves into the physical, cognitive, social, emotional, and moral development that individuals experience from conception to death. Child psychology is a specialized field within developmental psychology that focuses specifically on the mental, emotional, social, and cognitive development of children from prenatal development through adolescence.

   

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What is developmental psychology?

What is developmental psychology?

Developmental psychology is a fascinating field that explores the lifespan changes in human beings. It delves into the physical, cognitive, social, emotional, and moral development that individuals experience from conception to death.

What are the main features of developmental psychology?

  • Lifespan Approach: It examines development across all stages of life, from prenatal development to old age.
  • Multidimensional Focus: Developmental psychology recognizes that growth occurs in various domains – physical, cognitive, social, emotional, and moral.
  • Nature vs. Nurture: This field explores the complex interplay between biological (genetic) predispositions and environmental influences on development.
  • Continuity vs. Discontinuity: Developmental psychologists debate whether development is a gradual, continuous process or punctuated by distinct stages.

What are important sub-areas in developmental psychology?

  • Prenatal Development: Examines the growth and development of the fetus from conception to birth.
  • Infancy and Childhood: Focuses on rapid physical, cognitive, social, and emotional development during the early years.
  • Adolescence: Studies the physical, cognitive, and social changes experienced during puberty and teenage years.
  • Emerging Adulthood: Explores the development of identity, relationships, and career paths in young adulthood.
  • Middle Adulthood: Examines changes in physical health, cognitive abilities, and family dynamics during middle age.
  • Late Adulthood: Studies the physical, cognitive, and social changes associated with aging.

What are key concepts in developmental psychology?

  • Critical Period: A specific time window when an organism is highly susceptible to environmental influences impacting development.
  • Maturation: The biological unfolding of genetic potential, leading to physical growth and development.
  • Attachment Theory: Explores the importance of early emotional bonds with caregivers for healthy emotional and social development.
  • Cognitive Development: The process of acquiring knowledge, skills, and thinking abilities throughout life.
  • Social Development: The process by which individuals learn to interact with others and form relationships.
  • Moral Development: The development of an understanding of right and wrong, and a sense of ethical principles.

Who are influential figures in developmental psychology?

  • Jean Piaget (Psychologist): Pioneered the theory of cognitive development, proposing stages of cognitive growth in children.
  • Lev Vygotsky (Psychologist): Emphasized the role of social interaction and culture in cognitive development, introducing the concept of the Zone of Proximal Development.
  • Erik Erikson (Psychologist): Developed the theory of psychosocial development, proposing eight stages of psychosocial challenges individuals face throughout life.
  • John Bowlby (Psychoanalyst): Pioneered attachment theory, highlighting the significance of early emotional bonds with caregivers for healthy development.
  • Mary Ainsworth (Psychologist): Expanded upon attachment theory, identifying different attachment styles (secure, anxious, avoidant) formed in early childhood.

Why is developmental psychology important?

  • Understanding Human Development: Provides a deeper understanding of how humans grow and change throughout life.
  • Early Childhood Intervention: Helps design programs and interventions to support healthy development in children, especially those facing challenges.
  • Education: Developmental psychology informs educational practices by tailoring teaching methods to different age groups and developmental stages.
  • Parenting and Family Support: Offers insights into child development stages, fostering positive and supportive parenting practices.
  • Aging Well: Helps us understand the aging process and develop strategies to promote healthy aging physically, cognitively, and socially.

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What is child psychology?

What is child psychology?

Child psychology is a specialized field within developmental psychology that focuses specifically on the mental, emotional, social, and cognitive development of children from prenatal development through adolescence.

What are the main features of child psychology?

  • Focus on Childhood: It delves into the unique aspects of development during the early years of life.
  • Multifaceted Approach: Examines a variety of domains, including emotional well-being, cognitive abilities, social skills, and moral development.
  • Developmental Stages: Child psychology acknowledges that children progress through distinct stages with specific challenges and milestones.
  • Play and Exploration: Recognizes the importance of play and exploration in learning and development.

What are important sub-areas in child psychology?

  • Prenatal Development: Examines how experiences in the womb can impact a child's physical and mental development.
  • Infant Development: Focuses on rapid physical, cognitive, and social-emotional development during the first year of life.
  • Early Childhood Development: Studies the cognitive, social, and emotional growth that occurs between the ages of 2 and 6.
  • Middle Childhood Development: Examines the physical, cognitive, and social changes experienced during the school years (ages 6-12).
  • Adolescence: Studies the physical, cognitive, and social changes experienced during puberty and the teenage years.

What are key concepts in child psychology?

  • Attachment Theory: The importance of early emotional bonds with caregivers for healthy emotional and social development.
  • Developmental Milestones: The expected skills and abilities children acquire at different ages.
  • Cognitive Development: The process of acquiring knowledge, skills, and thinking abilities throughout childhood.
  • Social Development: The process by which children learn to interact with others and form relationships.
  • Play Therapy: A therapeutic approach using play to help children express themselves, process emotions, and develop coping mechanisms.
  • Temperament: Inborn behavioral styles and characteristics influencing children's responses to their environment.

Who are influential figures in child psychology?

  • Jean Piaget (Psychologist): Pioneered the theory of cognitive development, proposing stages of cognitive growth in children.
  • Lev Vygotsky (Psychologist): Emphasized the role of social interaction and culture in cognitive development, introducing the Zone of Proximal Development.
  • Erik Erikson (Psychologist): Developed the theory of psychosocial development, proposing eight stages of psychosocial challenges individuals face throughout life, including challenges specific to childhood.
  • John Bowlby (Psychoanalyst): Pioneered attachment theory, highlighting the significance of early emotional bonds with caregivers for healthy development.
  • Mary Ainsworth (Psychologist): Expanded upon attachment theory, identifying different attachment styles (secure, anxious, avoidant) formed in early childhood.

Why is child psychology important?

  • Promoting Healthy Development: Provides insights for optimizing a child's physical, cognitive, social, and emotional well-being.
  • Early Intervention: Helps identify developmental delays or challenges early on, allowing for timely intervention and support.
  • Understanding Behavior: Provides a framework for understanding children's behavior and responding appropriately.
  • Positive Parenting: Offers guidance on effective parenting practices that foster healthy development and nurturing relationships.
  • Educational Practices: Informs the development of age-appropriate curriculum and teaching methods in schools.

How is child psychology applied in practice?

  • Early Childhood Education: Provides the foundation for designing effective preschool and kindergarten programs.
  • Parenting Education and Support: Offers guidance on child development stages and
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Developmental psychology and child psychology: The best textbooks summarized

Developmental psychology and child psychology: The best textbooks summarized

Summaries and Study Assistance with Developmental psychology and child psychology

Table of content

  • Summary with the book: A Critical Introduction to Sport Psychology by Moran and Toner - 3rd edition
  • Summary with the book: Abnormal Child and Adolescent Psychology by Wicks-Nelson and Israel - 8th edition
  • Summary with the book: Adolescence by Steinberg - 12th edition
  • Summary with the book: An Introduction to Developmental Psychology by Slater and Bremner - 3rd edition
  • Summary with the book: Child and Adolescent Therapy: Cognitive-Behavioral Procedures by Kendall - 4th edition
  • Summary with the book: Cognitive Behaviour Therapy for Children and Families by Graham and Reynolds - 3rd edition
  • Summary with the book: How Children Develop by Siegler a.o. - 6th edition
  • Summary with the book: Life-Span Human Development by Sigelman and Rider - 9th edition
  • Summary with the book: The boy who was raised as a dog by Perry

About developmental psychology and child psychology

  • Developmental psychology is the scientific study of how people change and grow throughout their lifespan. Child psychology is a subfield of developmental psychology that focuses specifically on the cognitive, social, and emotional development of children.
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Developmental psychology: the best scientific articles summarized

Developmental psychology: the best scientific articles summarized

Study guide with articles for Developmental psychology

Summaries and study assistance with articles for Developmental psychology

  • for 60+ summaries with articles for Developmental psychology, see the supporting content of this study guide

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Developmental psychology: The best concepts summarized

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Evidence-based psychotherapies for children and adolescents by Weisz and Kazdin (third edition) – Chapter 17 summary

Difficulties in social communication in ASD may result in disruptive behaviours (e.g. aggression). This is a significant source of stress to families.

Researchers have attempted to identify pivotal responses. The idea is that when certain core areas are targeted, widespread changes in numerous other untargeted behaviours would occur, leading to fluid and integrated behavioural gains.

Motivation to respond to social and environmental stimuli is essential for typical development. However, children with ASD may fail to understand the interconnection between their behaviour and the consequences from their environment as a result of repeated failures and non-contingent assistance and reinforcement from adults as a result of their social communication problems. This will, eventually, lead to an overreliance on adult support (i.e. learned helplessness).

Pivotal response training (PRT) focuses on decreasing the presence of learned helplessness by enhancing the relationship between children’s responses and reinforcement. This

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Evidence-based psychotherapies for children and adolescents by Weisz and Kazdin (third edition) – Chapter 16 summary

Autism spectrum disorder (ASD) is characterized by persistent deficits in social communication and social interaction. In addition to that, there is a presence of restricted, repetitive patterns of behaviour, interests or activities. The symptoms cause clinically significant impairment in social, occupational or other important areas of functioning.

The Early Start Denver Model (ESDM) is a treatment that addresses the needs of children with ASD under three years of age. It is designed for children ages 12 to 60 months who are diagnosed with ASD or are at risk for ASD. The goal is to accelerate children’s developmental rates in cognitive, social-emotional, language, and adaptive domains and to reduce the disabling effect of ASD symptoms.

The Denver Model states that it is important to build close relationships between children with ASD and other children and adults to facilitate development. Following this model, EDSM includes sensory social

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Evidence-based psychotherapies for children and adolescents by Weisz and Kazdin (third edition) – Chapter 13 summary

Interventions for ADHD need to be constructed in a way which allows them to be conducted for years and it needs to be implemented across settings since ADHD is a chronic disorder. The most common treatment is medication with central nervous system stimulants. This leads to short-term improvements. However, there are several limitations to medication:

  • It is not preferred by parents.
  • Medication is not sufficient to normalize functioning.
  • Medication has a limited impact on key domains of functioning.
  • Long-term compliance is poor.
  • Mediation alone does not lead to good long-term outcomes.
  • The long-term safety of stimulant medications has not been established.

Behaviour modification is another common treatment for ADHD. This teaches skills to parents, teachers and children to overcome some of the key functional impairments associated with ADHD. However, outpatient behavioural interventions alone may not be sufficient to improve

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Evidence-based psychotherapies for children and adolescents by Weisz and Kazdin (third edition) – Chapter 15 summary

Trauma-focused cognitive behavioural therapy (TF-CBT) addressed problems specifically associated with traumatic events that children experience or witness (e.g. PTSD). TF-CBT targets PTSD symptoms and outcomes associated with trauma. A PTSD diagnosis is not required.

PTSD includes negative cognitions about oneself, others or the world and negative affective states. There may be dysregulation in affective, behavioural, cognitive and physiological areas of functioning. TF-CBT targets reregulation in each of these areas with the goal of optimizing children’s adaptive functioning after trauma.

The main goal of TF-CBT is to help children overcome traumatic avoidance (1), shame (2), sadness (3), fear (4) and other trauma-specific emotional and behavioural difficulties (5). TF-CBT is not a first line treatment but can help children after they have stabilized.

TF-CBT includes cognitive-behavioural, attachment, family, humanistic, and psychodynamic therapy principles. The overall level s of adjustment in all areas (e.g. physiological;

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Evidence-based psychotherapies for children and adolescents by Weisz and Kazdin (third edition) – Chapter 12 summary

Multisystemic therapy refers to a treatment for adolescents with severe antisocial behaviour and includes their families. It is appropriate and cost-effective for youth referred to by the juvenile justice system with serious and chronic patterns of offending and at high-risk of out-of-home placement due to the relative intensity of the treatment. Teenagers with conduct disturbances and substance abuse problems can also be included.

MST aims to address multiple risk factors associated with juvenile offending and bases itself on Bronfenbrenner’s model. Therefore, MST tries to target risk actors at multiple levels (e.g. individual; family; peer; school). MST also needs to address difficulties between the systems (e.g. caregiver interaction with teachers and peers). The factors that create barriers to the effective functioning of proximal systems must be addressed. MST thus tries to understand behaviour within its naturally occurring context. The intervention is delivered in ecologically valid environments (e.g.

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Evidence-based psychotherapies for children and adolescents by Weisz and Kazdin (third edition) – Chapter 2 summary

Anxiety disorders are common in youth with a prevalence rate of 10% to 20%. It is associated with difficulties in academic achievement, social and peer relations and future emotional health. It is a risk factor for comorbidity and comorbidity is also very common.

Anxiety consists of a behavioural (1), physiological (2) and cognitive component (3). Anxiety is part of normal development (i.e. it cautions one against danger) and can bolster performance (e.g. tests). However, too much anxiety can quickly become distressing. Youth with anxiety view the world as dangerous (1), experience physical complaints (2) and avoid certain situations (3). Avoidance reinforces feelings of anxiety and avoidance behaviours.

Coping Cat is a treatment for anxiety disorders for children from the age of 7 to 13. This treatment targets all aspects of anxiety (i.e. tripartite model). It includes psychoeducation (1), somatic management skills (2), cognitive restructuring

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Evidence-based psychotherapies for children and adolescents by Weisz and Kazdin (third edition) – Chapter 4 summary

Major depressive disorder (MDD) is one of the most prevalent mental disorders among adolescents. The prevalence in adolescence is 15% to 20%. Early onset is marked by a recurrent course, psychiatric comorbidity and a range of negative outcomes (e.g. poor academic achievement). Adolescent MDD has a mean duration of six months but longer episodes are associated with earlier onset or suicide ideation.

The experience of MDD impacts almost all domains of functioning. People who have had a depression continued to experience differences on domains of functioning compared to never-depressed peers. There likely is not a single maintaining or causal factor for depression. Comorbidity is very common at almost 50% with anxiety disorders (1), substance use disorder (2) and conduct disorder (3) being most common. Comorbidity is higher in adolescence than in adulthood.

The cognitive vulnerability model states that individuals at risk for depression selectively

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Evidence-based psychotherapies for children and adolescents by Weisz and Kazdin (third edition) – Chapter 1 summary

Psychotherapy refers to any interventions that is designed to reduce distress or maladaptive behaviour or enhance adaptive functioning and uses means such as counselling and structured and other planned psychosocial interventions. The goals include improving adjustment and functioning in both intrapersonal and interpersonal spheres. Next, the goal is to reduce maladaptive behaviours and psychological and/or physical complaints.

Nowadays, guidelines for making studies to evaluate psychotherapy exist. There is no consensus for when something can be considered evidence-based psychotherapy (EBP). Most guidelines includes something as evidence-based when there are at least two studies with the following:

  • Careful specification of the patient population.
  • Random assignment of participants to conditions.
  • Use of treatment manuals that document the procedures.
  • Multiple outcome measures including a measure for the disorder.
  • Statistically significant differences between treatment and a comparison group after treatment.
  • Replication of outcome effects.
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Evidence-based psychotherapies for children and adolescents by Weisz and Kazdin (third edition) – Book summary

This bundle contains a book summary of the book Evidence-based psychotherapies for children and adolescents by Weisz and Kazdin (third edition). It contains the following chapters:

- 1, 2, 4, 12, 13, 15, 16, 17, 20, 29

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What can I find on this page? On this page, you can find a summary for all the study materials you need for the developmental specialization of the Psychology bachelor's programme at the University of Amsterdam. There is a link for all the separate courses. The courses have been organized into ...

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  • On this page we discuss questions students have with the 2022/2023 course "Developmental Psychology" at the University of Amsterdam
  • You have the opportunity to ask any questions you might have and I will try and answer them
  • On 30/1/2023 you can ask questions!

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