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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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Summaries and supporting content: 
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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Ontwikkelingspsychologie & Kinderpsychologie - studie en kennis

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Latest changes and updates tagged with: Developmental psychology and child psychology

Childhood: Developmental Psychology - Example Essay

Does age of migration matter for how well a child can learn a second language?

In the past 50 years, the number of migrants worldwide has been steadily increasing (United Nations, 2019a, pp. 21) with 82 million in Europe alone in 2019 (United Nations, 2019b). It is crucial to note that about a sixth of those are younger than 20 years old (United Nations, 2019a) as age appears to problematically impact the consequences of migration. To illustrate, migrant youth is more likely to get into contact with the law (van der Gaag, 2019), suffer from substance abuse (Mechlor-Ayala, 2019) and be victimized by their peers (Heine, 2008) which negatively influence health outcomes, such as loneliness (Matthews et al., 2020). This does not mean that people who migrate are doomed to experience adverse effects for the rest of their life. Successful integration

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Childhood: Clinical and School Psychology - Example Essay

Which treatments are effective for ADHD?

Elementary school teachers in the Netherlands are increasingly experiencing burnout symptoms (DUO Onderwijsonderzoek, 2016). This makes it likely that the quality of education will suffer, with teachers mainly pointing out that having too many students in a classroom in need of additional assistance due to some form of psychopathology is increasing the workload (DUO Onderwijsonderzoek, 2016). One fairly common issue – at three to seven percent of the children in a classroom – is the presence of attention-deficit/hyperactivity disorder (ADHD), a neurodevelopmental disorder in which a child mainly presents with problems controlling impulses, remaining concentrated on the task at hand, and hyperactivity (Wilmhurst, 2015; Centers for Disease Control and Prevention, 2019). Next to making the already challenging task of an elementary teacher more straining, the disorder is associated with a range of negative outcomes, such

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Most important lecture notes with Interventions in individual development at the University of Groningen

Learning goals for all weeks

  • Understand and explain why we need person-centered interventions and person-centered research.

  • Understand and describe various interventions in individual development. 

  • Understand and describe person-centered research methodologies.

  • Design and describe your own person-centered study of an intervention in individual development. 

Week 1 Introduction and complex dynamic systems

Ergodiciteit is de eigenschap van een dynamisch systeem dat het gemiddelde gedrag over de tijd gezien ruwweg hetzelfde is als het gemiddelde over alle toestanden waarin het systeem kan verkeren. Ergodicity continuum is that there are individual differences, a single subject to increasingly fixed coefficients.Ways of having a ergodicity continuum are: 

  • Ecological inference fallacy. This has to do with stereotypes. The individual members of a group have the average characteristics of the group at large. Like for example the way that the coronavirus symptoms are indicated. The

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Q&A Developmental Psychology [Universiteit van Amsterdam]

What?

  • 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!
  • I will be online during that day and will try to answer all your questions as soon as possible!
  • If for some reason I need some more time to prepare an answer, I will make sure to answer in the couple of days following the questions, so you still have plenty of time to prepare for the exam afterwards
  • Please be nice :). I have put in a lot of effort in this

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  • You can ask your questions, read other's and view the answers in the comment section on this page, below
  • I am looking forward to your questions!

 

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Free pick up of How Children Develop summary

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Together with Dimensie we are able to provide summaries for one of the upcoming theory exams in your second module!

And it gets even better: to celebrate our new partnership we can provide them for free! Just come by in the Rubix and pick them up when you also pick up books!

There is only a limited number so

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Psychology Bachelor - Developmental Specialization

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 so-called bundles, which contain all the separate literature (book chapters & articles) to make for an easy overview. As all the study materials have been created by an actual student (me!) who has followed the same courses you are following right now, you know the material is up-to-date and focused on you, as a student.

The following courses are included:

  • Adolescence: Developmental, Clinical, and School Psychology
  • Childhood: Clinical and School Psychology
  • Childhood: Developmental Psychology
  • Clinical Perspective on Today's Issues
  • Clinical Developmental & Health Psychology
  • Evidence-based Research Practice
  • Youth Interventions: Theory, Research, and Practice
  • Clinical Skills: Developmental Psychology
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Clinical Perspective on Today’s Issues – Full course summary (UNIVERSITY OF AMSTERDAM)
Clinical Perspective on Today’s Issues – Interim exam 1 (UNIVERSITY OF AMSTERDAM)
Clinical Perspective on Today’s Issues – Interim exam 2 (UNIVERSITY OF AMSTERDAM)
Evidence-based Clinical Practice – Full course summary (UNIVERSITY OF AMSTERDAM)
Evidence-based psychotherapies for children and adolescents by Weisz and Kazdin (third edition) – Book summary
Adolescence: Developmental, Clinical, and School Psychology – Lecture summary
Adolescence: Developmental, Clinical, and School Psychology – Article overview (UNIVERSITY OF AMSTERDAM)
Adolescence and emerging adulthood: A cultural approach by Jeffrey Arnett and Malcolm Hughes (sixth edition) – Book summary
Clinical Developmental & Health Psychology – Full course summary (UNIVERSITY OF AMSTERDAM)
Childhood: Clinical and School Psychology – Article overview (UNIVERSITY OF AMSTERDAM)
Childhood: Clinical and School Psychology – Lecture summary (UNIVERSITY OF AMSTERDAM)
Childhood: Clinical and School Psychology - Example Essay
Youth Interventions: Theory, Research, and Practice – Lecture summary (UNIVERSITY OF AMSTERDAM)
Youth Interventions: Theory, Research, and Practice – Article overview (UNIVERSITY OF AMSTERDAM)
Childhood: Developmental Psychology – Lecture summary (UNIVERSITY OF AMSTERDAM)
Childhood: Developmental Psychology – Article overview (UNIVERSITY OF AMSTERDAM)
Childhood: Developmental Psychology - Example Essay
“Clinical Skills: Developmental Psychology – Course summary (UNIVERSITY OF AMSTERDAM)"
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Clinical assessment of child and adolescent personality and behaviour by Frick, Barry, & Kamphaus (fourth edition) – Chapter 16 summary

It is essential to consider the different people who will read a report to avoid improper interpretation of the results when writing a report. The clinician should aim to make reports accessible and useful to all involved people. The report refers to the means by which a client’s history and difficulties are described, results are obtained and interpreted, and suggestions for future approaches to the difficulties are discussed.

A psychometric property refers to a portion of the report that presents only test scores and is usually given at the beginning of a report. This is often not of use for parents.

There are several pitfalls of report writing:

  1. Vocabulary
    Clinicians should avoid using jargon, complex sentence structure and too many acronyms.
    1. Complex words to add length to the report.
    2. Esoteric language only understood by the clinician.
    3. Not
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Clinical assessment of child and adolescent personality and behaviour by Frick, Barry, & Kamphaus (fourth edition) – Chapter 15 summary

Assessment should include many areas of functioning (1), use multiple techniques (2) and use multiple sources (3). The integration of this information is often difficult due to the low rate of agreement between informants but this may reflect real situational variability in children’s behaviour. Informant disagreement is influenced by the type of behaviour being assessed and the measurement technique used across informants (i.e. assessment strategy).

The level of analysis should be taken into account when assessing a lack of agreement between informants as individual behaviours show less consistency across informants than broader dimensions of behaviours (e.g. diagnosis). To understand the different behavioural manifestations, it is important to understand the demands of different contexts.

Complex schemes refer to systems in which one source of information is weighed more heavily than others. Simple schemes (i.e. either/or approach) refer to systems in which information from all sources is

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Clinical assessment of child and adolescent personality and behaviour by Frick, Barry, & Kamphaus (fourth edition) – Chapter 13 summary

History taking is essential in child psychological assessment for several reasons:

  • It allows the clinician to conceptualize a case by providing information about the developmental course of the child’s difficulties.
  • It provides information on the specific presentation of the individual child’s difficulties.
  • It provides information on risk and protective factors.
  • It provides information on important contextual influences on the child’s functioning.

It consists of several aspects:

  • Age of onset
    This is crucial for diagnosis and conceptualization.
  • Course and prognosis
    This is used to assess the stability of symptoms and to determine whether contextual factors play a primary role.
  • Impairment
    This gives information on impairment experiences in daily life and environmental consequences of the problems.
  • Aetiology
    This gives information on a potential diagnosis or effective interventions.
  • Family psychiatric history
    This is
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Clinical assessment of child and adolescent personality and behaviour by Frick, Barry, & Kamphaus (fourth edition) – Chapter 5 summary

Non-specifics refer to contextual factors within which the techniques of psychotherapy take place (e.g. therapeutic alliance). During the assessment procedure, the reason for referral should be taken into account. The interpretations that one anticipates making at the end of the evaluation should guide the selection of tests for the assessment battery (e.g. hypotheses about the referral question and the problem behaviour). When the referrer is unsure about what can be done to help the child or unsure about the nature of the problems, the goal of assessment is to diagnose the source of the problems and make treatment recommendations based on this diagnosis.

It is always important to determine whether an evaluation is in the child’s best interest as a request is not sufficient reason to conduct the evaluation. A second opinion can be valuable although it needs to be taken into account whether it is will

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Icon How does moral development take place? - Chapter 14
How does moral development take place? - Chapter 14
  • How does moral judgment develop in children?
  • How does prosocial development take place?
  • Why do children develop agression and antisocial behavior?

    • How does moral judgment develop in children? The morality of a certain action is not always obvious. The rea...

Icon How does gender development take place? - Chapter 15
How does gender development take place? - Chapter 15
  • What is the difference between sex and gender?
  • How can research compare boys and girls?
  • What are the theoretical approaches regarding gender development?
  • How does gender development take place?
  • What are the different patterns of gender development&...

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Icon Psychology Bachelor - Developmental Specialization
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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 ...

Icon Q&A Developmental Psychology [Universiteit van Amsterdam]
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What?

  • 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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