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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.
Summaries and supporting content: 
Summaries per chapter with the 3rd edition of A Critical Introduction to Sport Psychology by Moran and Toner
Summary with the 8th edition of Abnormal Child and Adolescent Psychology by Wicks-Nelson and Israel - Exclusive
Summary of Adolescence by Steinberg - 12th edition - Exclusive
Summary of An Introduction to Developmental Psychology by Slater and Bremner - 3rd edition - Exclusive
Book summary of Child and Adolescent Therapy: Cognitive-Behavioral Procedures - Kendall - 4th edition
Summary of Cognitive Behaviour Therapy for Children and Families by Graham and Reynolds - 3rd edition - Exclusive
Summary of How Children Develop by Siegler a.o. - 6th edition - Exclusive
Summary of Life-Span Human Development by Sigelman and Rider - 9th edition - Exclusive
Summary of The boy who was raised as a dog by Perry
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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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Artikelsamenvatting bij The teenage brain, Surging hormones & Brain-behavior interactions during puberty van Peper & Dahl - 2013
Artikelsamenvatting bij The teenage brain: Peer influences on adolescent decision making van Albert e.a. - 2013
Artikelsamenvatting bij The teenage brain: adolescents and alcohol van Spear - 2013
Artikelsamenvatting bij Less guilty by reason of adolescence van Steinberg & Scott - 2003
Artikelsamenvatting bij Moral Identity van Hardy & Carlo - 2011
Artikelsamenvatting bij Adolescents' selective visual attention for high-status peers: The role of perceiver status and gender van Lansu e.a. - 2014
Artikelsamenvatting bij In search of explanations for early pubertal timing effects on developmental psychopathology van Ge & Natsuaki - 2009
Artikelsamenvatting bij Developmental trajectories and milestones of lesbian, gay, and bisexual young people van Savin-Williams & Cohen - 2015
Artikelsamenvatting bij Comprehensive sexuality education as a longitudinal predictor of LGBTQ name-calling and perceived willingsness to intervene in school van Baams e.a. - 2017
Artikelsamenvatting bij Incidence, clinical management, and mortality risk following self harm among children and adolescents: Cohort study in primary care van Morgan e.a. - 2017
Artikelsamenvatting bij Developmental changes in the priority of perceived status in childhood and adolescence van Lafontana & Cillessen - 2010
Artikelsamenvatting bij Studying adolescent-parent relationships from the lens of developmental psychology van Smetana - 2011 - Exclusive
Artikelsamenvatting bij The interpersonal theory of suicide and adolescent suicidal behavior van Barzilay e.a. - 2015
Artikelsamenvatting bij A Longitudinal Examination of the Interpersonal Theory of Suicide and Effects of School-Based Suicide Prevention Interventions in a Multinational Study of Adolescents van Barzilay e.a. - 2019 - Exclusive
Artikelsamenvatting bij Differences in non-suicidal self-injury and suicide attempts in adolescents van Brausch & Gutierrez - 2010
Artikelsamenvatting bij What is self-injury? van Whitlock - 2010 - Exclusive
Artikelsamenvatting bij The cutting edge: Non-Suicidal Self-Injury in Adolescence van Whitlock - 2009
Artikelsamenvatting bij A strengths based method for homeless youth van Krabbenborg e.a. - 2013
Artikelsamenvatting bij Vulnerable populations and the transition to adulthood van Osgood e.a. - 2010
Artikelsamenvatting bij Internet and social media use as a resource among homeless youth van Rice & Barman-Adhikari - 2014
Artikelsamenvatting bij Growth in adolescent delinquency and alcohol use in relation to young adult crime, alcohol use disorders, and risky sex: a comparison of youth from low- versus middle-income backgrounds van Mason et al. - 2010
Artikelsamenvatting bij The development of a diagnostic instrument to measure social information processing in children with mild to borderline intellectual disabilities van Nieuwenhuijzen e.a. - 2011
Artikelsamenvatting bij lustering of health-compromising behavior and delinquency in adolescents and adults in the Dutch population van van Nieuwenhuijzen e.a. - 2010
Artikelsamenvatting bij Online communication among adolescents: An integrated model of its attraction, opportunities, and risks van Valkenburg & Peter - 2011
Artikelsamenvatting bij Growing up wired: Social networking sites and adolescent psychosocial development van Shapiro & Margolin - 2014
Artikelsamenvatting bij Transitions to adulthood: What we can learn from the West van Fustenberg - 2013
Artikelsamenvatting bij Mapping youth transitions in Europe., Publications office of the European Union, Luxembourg - Eurofound - 2014
Artikelsamenvatting bij Developmental changes in parent- child communication throughout adolescence van Keijsers & Poulin - 2013
Artikelsamenvatting bij Parenting adolescents van Steinberg & Silk - 2002
Artikelsamenvatting bij Development during adolescence: The impact of stage-environment fit on young adolescents' experiences in schools and in families van Eccles e.a. - 1993
Artikelsamenvatting bij How US Children and adolescents spend time: what it does (and doesn't) tell us about their development van Larson - 2001
Artikelsamenvatting bij A developmental perspective on alcohol and youths 16 to 20 years of age van Brown e.a. - 2008
Artikelsamenvatting bij Adolescence-limited and life-course-persistent antisocial behaviour van Moffitt - 1993
Artikelsamenvatting bij Adolescence-limited and life-course persistent antisocial behaviour: a developmental taxonomy van Moffit - 1993
Artikelsamenvatting bij Reciprocal effects between parental solicitation, parental control, adolescent disclosure, and adolescent delinquency van Keijsers e.a. - 2010
Artikelsamenvatting bij “Shake It Baby, Shake It”: Media preferences, sexual attitudes and gender stereotypes among adolescents van Ter Bogt e.a. - 2010
Artikelsamenvatting bij Early Adolescent Music Preferences and Minor Delinquency van Ter Bogt e.a. - 2013
Artikelsamenvatting bij Early adolescent music preferences and minor delinquency van Ter Bogt e.a. - 2013
Artikelsamenvatting bij Music listening in Adolescence van Ter Bogt e.a. - 2011
Artikelsamenvatting bij Vulnerable youth and the transition to adulthood. ASPE Research Brief - ASPE - 2009
Artikelsamenvatting bij Peer relationships in childhood van Rubin et al. - 2005
Artikelsamenvatting bij Friendship stability and change in childhood and adolescence van Poulin & Chan - 2010
Artikelsamenvatting bij The development of delinquency and perceived friendship quality in adolescent best friendship dyads van Selfhout e.a. - 2008
Artikelsamenvatting bij The role of music preferences in early adolescents’ friendship van Selfhout e.a. - 2009
Artikelsamenvatting bij Peer selection and socialization effects on adolescent intercourse without a condom and attitudes about the costs of sex van Henry e.a. - 2007
Artikelsamenvatting bij A meta-analysis of the relations between three types of peer norms and adolescent sexual behavior van Van de Bongardt e.a. - 2015
Article summary with Romantic Relationships and Sexuality in Adolescence and Young Adulthood: The Role of Parents, Peers, and Partners by Van de Bongardt a.o. - 2015
Artikelsamenvatting bij Ouders als moderators van peer pressure bij seksuele relaties van Van de Bongardt e.a. - 2014
Artikelsamenvatting bij Understanding popularity in the peer system van Cillessen & Rose - 2005
Artikelsamenvatting bij Inequality matters: Classroom status hierarchy and adolescents’ bullying & Differential effects of the KiVa antibullying program van Garandeau e.a. - 2014
Artikelsamenvatting bij Determinants of adolescents’ active defending and passive bystanding behavior in bullying van Gini e.a. - 2008
Artikelsamenvatting bij Personal and interpersonal antecedents and consequences of victimization by peers van Hodges & Perry - 1999
Artikelsamenvatting bij The impact of peer victimization on later maladjustment: mediating and moderating effects of hostile and self-blaming attributions van Perren e.a. - 2013
Artikelsamenvatting bij Bystanders matter: Associations between defending, reinforcing, and the frequency of bullying in classrooms van Salmivalli e.a. -2011
Artikelsamenvatting bij Early parenting and children’s relational and physical aggression in the preschool and home contexts van Casas e.a. - 2006
Artikelsamenvatting bij Effectiveness of the Incredible Years Parent Training to modify disruptive and prosocial child behaviour van Menting e.a. - 2013
Artikelsamenvatting bij Friendships of aggressive youth: Considering the influences of being disliked and of being perceived as popular van Rose e.a. - 2004 - Exclusive
Artikelsamenvatting bij Effectiveness of an individual school-based intervention for children with aggressive behaviour: A randomized controlled trial van Stoltz e.a. - 2013 - Exclusive
Artikelsamenvatting bij The development of aggressive behaviour during childhood: What have we learned in the past century? van Tremblay - 2000 - Exclusive
Artikelsamenvatting bij Relational aggression in adolescents: A review of theoretical and empirical research van Voulgaridou & Kokkinos - 2015 - Exclusive
Artikelsamenvatting bij Growing up wired: Social networking sites and adolescent psychosocial development van Shapiro & Margolin - 2014
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Developmental psychology: The best concepts summarized

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Weersing, Schwartz, & Bolano (2015). Moderators and mediators of youth treatment outcomes.” – Article summary

The prevalence of depression is 5% with the prevalence being between 10% to 20% in adolescence. It is associated with a host of negative outcomes and is comorbid with other mental health problems (e.g. anxiety). It is also a risk factor for the development of substance use and abuse. Depression in youth is a risk factor for the recurrence of depressive disorder across the lifespan.

Mild severity refers to meeting the minimal diagnostic criteria for a depressive disorder. Moderate or severe severity refers to people with clinical symptom levels (1), longer term histories of depressive illness (2), more impairment across several areas of their life (3) or a high level of suicidality (4).

CBT or IPT are efficacious for depressed adolescents with mild to moderate depression. A combination of CBT with medication may be most effective for those with moderate to severe depression. CBT

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Prins, Ollendick, Maric, & MacKinnon (2015). Moderators and mediators of youth treatment outcomes.” – Article summary

Almost one-third of children being treated do not improve. There are two ways in which the efficacy of a treatment can be tested:

  • Find predictors and moderators of treatment outcome
    This allows treatments to be given to specific subgroups of children under select treatment context to make sure that treatment has a maximum impact.
  • Find mediators
    This allows treatments to focus on the mechanisms and change to improve treatment outcomes.

Moderators refer to variables for which treatment has differential effect at different values of the moderating variables. Mediators refer to variables that describe the process through which treatment achieves its effects. There is no causal relationship between the treatment and the outcome for moderators but there is a causal relationship for mediators.

Predictors refer to pre-treatment variables which have a main effect on treatment outcomes but no interactive effect.

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Evidence-based psychotherapies for children and adolescents by Weisz and Kazdin (third edition) – Chapter 20 summary

Substance use disorders typically emerge after age 14 though the precursors can be seen before adolescence. The most prominent influences are the family (e.g. conflict; parent substance use), larger social-ecological context (e.g. drug availability) and the adolescents’ genetic vulnerability (e.g. poor impulse control). Substance use is common and substance abuse is prevalent at 8% for youth between the ages of 12 and 17 and 20% for youth aged 18 to 25.

Youth with substance use disorders often first use to pursuit specific pharmacological effects (e.g. managing negative emotions) but it is associated with high risk for long-term functional impairments (e.g. cognitive deficits).

Adolescents are vulnerable to the consequences of substance use because they have a fully functional reward-seeking and pain-avoidance system in place and less impulse control and judgement. Substance use disorders typically first appear during adolescence and is associated with susceptibility to comorbidity.

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Evidence-based psychotherapies for children and adolescents by Weisz and Kazdin (third edition) – Chapter 29 summary

Some structured, manual-guided treatments may show reduced effects when they are implemented in more clinically representative contexts and compared to usual practice in those contexts. This may be because treatments tend to be developed away from the clinical practice. There are several potential mismatches between evidence-based practice and real-world clinical care:

  1. Clinicians in practice settings typically carry diagnostically diverse caseloads but most evidence-based practices on one problem or a homogeneous cluster.
  2. Clinically referred youth typically present with comorbidity.
  3. Treatment may need to shift during treatment while evidence-based practice often does not take this into account.
  4. Everyday clinical care often has an unpredictable course contrary to the design of evidence-based practices which are standardized.

The deployment-focused model of treatment development and testing includes a series of steps aimed at building and testing interventions with the clients and clinicians and within real-world contexts.

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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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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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