Clinical Developmental & Health Psychology – Full course summary (UNIVERSITY OF AMSTERDAM)

 

This bundle contains all the information needed for the for the course "Clinical Developmental & Health Psychology" given at the University of Amsterdam. It contains lecture information, information from the relevant books and all the articles. The following is included:

  • “Del Giudice (2016). The evolutionary future of psychopathology.” – Article summary 
  • “Geeraerts et al. (2018). Individual differences in visual attention and self-regulation: A multimethod longitudinal study from infancy to toddlerhood.” – Article summary 
  • “Hunnius (2007). The early development of visual attention and its implications for social and cognitive development.” – Article summary 
  • “Li, van Vught, & Colarelli (2018). Corrigendum: The evolutionary mismatch hypothesis: Implications for psychological science.” – Article summary 
  • “Dovis, van der Oord, Wiers, & Prins (2012). Can motivation normalize working memory and task persistence in children with attention-deficit/hyperactivity disorder? The effects of money and computer-gaming.” – Article summary 
  • “Franke et al. (2018). Live fast, die young? A review on the developmental trajectories of ADHD across the lifespan.” – Article summary
  • “Hudson et al. (2019). Early childhood predictors of anxiety in early adolescence.” – Article summary 
  • “Telman, van Steensel, Maric, & Bögels (2018). What are the odds of anxiety disorders running in families? A family study of anxiety disorders in mothers, fathers, and siblings of children with anxiety disorders.” – Article summary 
  • “Bögels et al. (2014). Mindful parenting in mental health care: Effects on parental and child psychopathology, parental stress, parenting, coparenting and marital functioning.”
  • “Bögels, Lehtonen, & Restifo (2010). Mindful parenting in mental health care.” – Article summary 
  • “Boyer et al. (2016). Qualitative treatment-subgroup interactions in a randomized clinical trial of treatments for adolescents with ADHD: Exploring what cognitive-behavioural treatment works for whom.” – Article summary
  • “Daley et al. (2014). Behavioural interventions in attention-deficit/hyperactivity disorder: A meta-analysis of randomized controlled trials across multiple outcome domains.” – Article summary 
  • “Cousijn, Luijten, & Feldstein (2018). Adolescent resilience to addiction: A social plasticity hypothesis.” – Article summary 
  • “Kong et al. (2015). Re-training automatic actin tendencies to approach cigarettes among adolescent smokers: A pilot study.” – Article summary 
  • “Marsch & Borodovsky (2016). Technology-based interventions for preventing and treating substance use among youth.” – Article summary
  • “Bexkens et al. (2019). Peer-influence on risk-taking in male adolescent with mild to borderline intellectual disabilities and/or behavior disorder.” – Article summary 
  • “Peltopuro et al. (2014). Borderline intellectual functioning: A systematic literature review.” – Article summary
  • “Seidenberg (2017). Language at the speed of sight.” – Article summary 
  • “Doebel (2020). Rethinking executive function and its development.” – Article summary 
  • “Michaelson & Munakata (2020). Same data set, different conclusions: Preschool delay of gratification predicts later behavioral outcomes in a preregistered study.” – Article summary 
  • “Schneider & McGrew (2012). The Catell-Horn-Carroll Model of intelligence.” – Article summary 
  • “Brosschot, Verkuil, & Thayer (2017). Exposed to events that never happened: Generalized unsafety, the default stress response, and prolonged autonomic activity.” – Article summary 
  • “Lindenberger (2014). Human cognitive aging: Corriger la fortune?” – Article summary 
  • “Wesarg et al. (2020). Identifying pathways from early adversity to psychopathology: A review on dysregulated HPA axis functioning” – Article summary 
  • “Wylie, Ridderinkhof, Bashore, & van den Wildenberg (2010). The effect of Parkinson’s disease on the dynamics of on-line and proactive cognitive control during action selection.” – Article summary
  • “Clinical Developmental & Health Psychology – Lecture 1 (UNIVERSITY OF AMSTERDAM)” 
  • “Clinical Developmental & Health Psychology – Lecture 2 (UNIVERSITY OF AMSTERDAM)” 
  • “Clinical Developmental & Health Psychology – Lecture 3 (UNIVERSITY OF AMSTERDAM)” 
  • “Clinical Developmental & Health Psychology – Lecture 4 (UNIVERSITY OF AMSTERDAM)” 
  • “Clinical Developmental & Health Psychology – Lecture 5 (UNIVERSITY OF AMSTERDAM)” 
  • “Clinical Developmental & Health Psychology – Lecture 6 (UNIVERSITY OF AMSTERDAM)” 
  • “Clinical Developmental & Health Psychology – Lecture 7 (UNIVERSITY OF AMSTERDAM)” 
  • “Clinical Developmental & Health Psychology – Lecture 8 (UNIVERSITY OF AMSTERDAM)” 
  • “Clinical Developmental & Health Psychology – Lecture 9 (UNIVERSITY OF AMSTERDAM)” 
  • “Clinical Developmental & Health Psychology – Lecture 10 (UNIVERSITY OF AMSTERDAM)” 
  • “Clinical Developmental & Health Psychology – Lecture 11 (UNIVERSITY OF AMSTERDAM)” 
  • “Clinical Developmental & Health Psychology – Lecture 12 (UNIVERSITY OF AMSTERDAM)” 
  • “Clinical Developmental & Health Psychology – Lecture 13 (UNIVERSITY OF AMSTERDAM)” 
  • “Clinical Developmental & Health Psychology – Lecture 14 (UNIVERSITY OF AMSTERDAM)” 
Bundle items:
Del Giudice (2016). The evolutionary future of psychopathology.” – Article summary

Del Giudice (2016). The evolutionary future of psychopathology.” – Article summary

Developmental psychopathology focuses on the interplay of personal and environmental factors in the origin of mental disorders. This includes genotype-environment interactions and epigenetic encoding of life events (e.g. prenatal stress; abuse). Computational psychiatry uses mathematical models of cognitive and neural processes (e.g. decision making) to identify the mechanisms involved in mental disorders.

Evolutionary psychopathology focuses on

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Geeraerts et al. (2018). Individual differences in visual attention and self-regulation: A multimethod longitudinal study from infancy to toddlerhood.” – Article summary

Geeraerts et al. (2018). Individual differences in visual attention and self-regulation: A multimethod longitudinal study from infancy to toddlerhood.” – Article summary

Identifying reliable precursors of self-regulation early in development is important for early prevention of developmental problems. It appears as if longer fixation and less variation in fixation duration in infancy predicts better effortful control. Compliance in toddlerhood was not predicted by visual attention measures. Visual attentional measures in infancy may predict independent forms of self-regulation in toddlerhood.

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Hunnius (2007). The early development of visual attention and its implications for social and cognitive development.” – Article summary

Hunnius (2007). The early development of visual attention and its implications for social and cognitive development.” – Article summary

Looking behaviour forms the basis for cognitive and social development in the life of an infant. Looking is one of the most important methods of communicating for infants.

The preferential looking paradigm consists of presenting infants with two stimuli and checking whether infants discriminate between them by evaluating the looking duration. The visual habituation procedure consists

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Li, van Vught, & Colarelli (2018). Corrigendum: The evolutionary mismatch hypothesis: Implications for psychological science.” – Article summary

Li, van Vught, & Colarelli (2018). Corrigendum: The evolutionary mismatch hypothesis: Implications for psychological science.” – Article summary

Psychological mechanisms are adaptations evolved to process environmental inputs, turning them into behavioural outputs that increase survival or reproductive prospects, on average. However, the environment in which these mechanisms evolved is different from the modern context. This is evolutionary mismatch.

Psychological adaptations refer to inherited, species-typical traits that develop reliably and have been retained by selection. It

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Dovis, van der Oord, Wiers, & Prins (2012). Can motivation normalize working memory and task persistence in children with attention-deficit/hyperactivity disorder? The effects of money and computer-gaming.” – Article summary

Dovis, van der Oord, Wiers, & Prins (2012). Can motivation normalize working memory and task persistence in children with attention-deficit/hyperactivity disorder? The effects of money and computer-gaming.” – Article summary

Visuospatial working memory (WM) is the most impaired executive function in children with ADHD. Incentives improve the working memory performance of children with ADHD but does not normalize it. Children with ADHD showed a decrease in performance over time. The strongest incentives normalized the persistence of performance in children with ADHD. Executive and motivational deficits give rise to

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Franke et al. (2018). Live fast, die young? A review on the developmental trajectories of ADHD across the lifespan.” – Article summary

Franke et al. (2018). Live fast, die young? A review on the developmental trajectories of ADHD across the lifespan.” – Article summary

ADHD is highly heritable and one of the most common neurodevelopmental disorders in childhood. ADHD is characterized by substantial comorbidity including substance abuse, depression and anxiety. It is a neurodevelopmental disorder that typically starts during childhood or early adolescence. It is defined by age-inappropriate levels of inattention and/or hyperactivity-impulsivity. This interferes with the normal development or functioning of

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“Hudson et al. (2019). Early childhood predictors of anxiety in early adolescence.” – Article summary

“Hudson et al. (2019). Early childhood predictors of anxiety in early adolescence.” – Article summary

Preschool children are more likely to experience anxiety symptoms and disorders over time if the child was inhibited (1), there is a history of maternal anxiety disorders (2) and when the mothers displayed high levels of overinvolvement (3). There is an increased risk for anxiety symptoms and disorders for inhibited children when the involvement of the mother is

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Telman, van Steensel, Maric, & Bögels (2018). What are the odds of anxiety disorders running in families? A family study of anxiety disorders in mothers, fathers, and siblings of children with anxiety disorders.” – Article summary

Telman, van Steensel, Maric, & Bögels (2018). What are the odds of anxiety disorders running in families? A family study of anxiety disorders in mothers, fathers, and siblings of children with anxiety disorders.” – Article summary

Children with an anxiety disorder are two to three times more likely to have at least one parent with current and lifetime anxiety disorders. Children with anxiety disorders were more likely to have parents with anxiety disorders but not siblings with anxiety disorders. A child is more likely to have social anxiety disorder or generalized anxiety disorder if

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Bögels et al. (2014). Mindful parenting in mental health care: Effects on parental and child psychopathology, parental stress, parenting, coparenting and marital functioning.”

Bögels et al. (2014). Mindful parenting in mental health care: Effects on parental and child psychopathology, parental stress, parenting, coparenting and marital functioning.”

Training for parents to deal with the child’s externalizing mental disorder is less effective if the parent has a mental disorder. Parent training is also less effective if the parent suffers from marital problems. Marital problems have a negative effect on parenting and child behaviour problems.

Child problem behaviour could bias parental attention. This can also

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Bögels, Lehtonen, & Restifo (2010). Mindful parenting in mental health care.” – Article summary

Bögels, Lehtonen, & Restifo (2010). Mindful parenting in mental health care.” – Article summary

Mindful parenting refers to paying attention to your child and parenting in a particular way; intentionally, here and now and non-judgementally. Mindfulness-based cognitive therapy (MBCT) targets the patterns of thinking activated by dysphoria (i.e. the association between low mood and negative repetitive thinking). MBCT appears effective in doing this and reduces the likelihood of developing another depressive episode.

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Boyer et al. (2016). Qualitative treatment-subgroup interactions in a randomized clinical trial of treatments for adolescents with ADHD: Exploring what cognitive-behavioural treatment works for whom.” – Article summary

Boyer et al. (2016). Qualitative treatment-subgroup interactions in a randomized clinical trial of treatments for adolescents with ADHD: Exploring what cognitive-behavioural treatment works for whom.” – Article summary

Girls with ADHD appear to have less severe inattention, hyperactivity and impulsivity but greater intellectual impairments than boys with ADHD. Girls also tend to have more internalizing comorbid disorders than boys whilst boys with ADHD are at higher risk for externalizing psychiatric comorbidities than girls. The heterogeneity of ADHD increases the need for personalized treatment.

Plan

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Daley et al. (2014). Behavioural interventions in attention-deficit/hyperactivity disorder: A meta-analysis of randomized controlled trials across multiple outcome domains.” – Article summary

Daley et al. (2014). Behavioural interventions in attention-deficit/hyperactivity disorder: A meta-analysis of randomized controlled trials across multiple outcome domains.” – Article summary

Multimodal treatment approaches are recommended for the treatment of ADHD. The first-line intervention, especially for severe cases, is medication. However, medication has some limitations. Some patients report a partial or no response to the medication and the long-term effectiveness is unknown. Furthermore, it may not improve important aspects of functioning (e.g. academic achievement). Adverse effects are common and

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Cousijn, Luijten, & Feldstein (2018). Adolescent resilience to addiction: A social plasticity hypothesis.” – Article summary

Cousijn, Luijten, & Feldstein (2018). Adolescent resilience to addiction: A social plasticity hypothesis.” – Article summary

The prevalence of substance use disorders is highest during adolescence. Many adolescents experience a natural resolution of their substance use by early adulthood without the need of any formal intervention.

Adolescence is characterized by an increase in risk taking and adolescence can be defined as the developmental period between the onset of puberty and the assumption

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“Kong et al. (2015). Re-training automatic actin tendencies to approach cigarettes among adolescent smokers: A pilot study.” – Article summary

“Kong et al. (2015). Re-training automatic actin tendencies to approach cigarettes among adolescent smokers: A pilot study.” – Article summary

Most smokers start during adolescence. Many adolescent smokers want to quit but the majority of them are unsuccessful. The dual process theory states that addiction may be related to an imbalance between the fast associative impulsive processes (1) and slower reflective processes (2).

The combination of strong impulsive and weak reflective processes result in susceptibility to

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“Marsch & Borodovsky (2016). Technology-based interventions for preventing and treating substance use among youth.” – Article summary

“Marsch & Borodovsky (2016). Technology-based interventions for preventing and treating substance use among youth.” – Article summary

Technology-based interventions are effective for preventing and treating substance use disorders. It is particularly suited for youth. They are relevant at any stage in the development of a substance-use disorder and they provide solutions to existing problems of traditional interventions.

Youth who use substances are at risk for sexually transmitted diseases (1), impaired cognitive functioning (2), major

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“Bexkens et al. (2019). Peer-influence on risk-taking in male adolescent with mild to borderline intellectual disabilities and/or behavior disorder.” – Article summary

“Bexkens et al. (2019). Peer-influence on risk-taking in male adolescent with mild to borderline intellectual disabilities and/or behavior disorder.” – Article summary

There is increased risk-taking in adolescence. Adolescent risk-taking may occur because of an imbalance in brain development with a protracted development of the cognitive control system relative to a high reactivity in the reward system. Real-life risk taking typically occurs when peers are present. Adolescents spend more time in the presence of peers and become more sensitive to

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“Peltopuro et al. (2014). Borderline intellectual functioning: A systematic literature review.” – Article summary

“Peltopuro et al. (2014). Borderline intellectual functioning: A systematic literature review.” – Article summary

People with borderline intellectual functioning (BIF) have a number of problems in life, including neurocognitive, social and mental health problems. They typically have lower-skilled jobs and earn less money.

People with borderline intellectual functioning (BIF) have an IQ test that is one to two standard deviations below average (i.e. 70 – 85). The adaptive behaviour of

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“Seidenberg (2017). Language at the speed of sight.” – Article summary

“Seidenberg (2017). Language at the speed of sight.” – Article summary

Children whose experiences with early reading (e.g. preschool) are limited or of poor quality are at risk for reading failure. Dyslexia refers to reading that is impaired due to developmental neural and genetic anomalies that affect this skill, It focuses on reading impairments that are neurobiological and genetic rather than environmental.

The proximal causes are impairments

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“Doebel (2020). Rethinking executive function and its development.” – Article summary

“Doebel (2020). Rethinking executive function and its development.” – Article summary

Executive functions refer to the use of cognitive processes to engage, direct or coordinate other cognitive processes, typically in the service of goals. It is often believed to be a set of separable but related component processes involved in goal-directed thought and action (1), updating working memory (2), shifting between tasks (3) and inhibiting prepotent thoughts and responses

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“Michaelson & Munakata (2020). Same data set, different conclusions: Preschool delay of gratification predicts later behavioral outcomes in a preregistered study.” – Article summary

“Michaelson & Munakata (2020). Same data set, different conclusions: Preschool delay of gratification predicts later behavioral outcomes in a preregistered study.” – Article summary

It is believed that the results of the marshmallow test predict important outcomes throughout the life span. However, this is not entirely certain.

Individuals vary in their ability to regulate behavioural, emotional and attentional impulses to achieve long-term goals. These individual differences show stability across the lifespan. This means that the marshmallow test may be predictive

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“Schneider & McGrew (2012). The Catell-Horn-Carroll Model of intelligence.” – Article summary

“Schneider & McGrew (2012). The Catell-Horn-Carroll Model of intelligence.” – Article summary

The Catell-Horn-Caroll (CHC) theory of cognitive abilities consists of a taxonomy of cognitive abilities and a set of theoretical explanations of how and why people differ in their various cognitive abilities. This model builds on previous theories of intelligence (e.g. Spearman’s ‘g’; Gf-gc theory; early factor analysis).

A useful classification system shapes how we view complex

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“Brosschot, Verkuil, & Thayer (2017). Exposed to events that never happened: Generalized unsafety, the default stress response, and prolonged autonomic activity.” – Article summary

“Brosschot, Verkuil, & Thayer (2017). Exposed to events that never happened: Generalized unsafety, the default stress response, and prolonged autonomic activity.” – Article summary

The generalized unsafety theory of stress (GUTS) states that the stress response is a default response and chronic stressors are caused by generalized unsafety, independent of stressors of their cognitive representation. There three prevalent conditions which are vulnerable to becoming compromised in terms of generalized unsafety and this has considerable health risks:

  1. Compromised bodies
    This
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“Lindenberger (2014). Human cognitive aging: Corriger la fortune?” – Article summary

“Lindenberger (2014). Human cognitive aging: Corriger la fortune?” – Article summary

Human cognitive aging differs between individuals. It can be influenced by several factors (e.g. vascular conditions; chronic stress; experience-dependent cognitive plasticity). Living an intellectually challenging, physically active and socially engaged life may mitigate losses to cognition and consolidate gains.

The debilitating effects of old age occur at an increasingly later age. It is possible that the

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“Wesarg et al. (2020). Identifying pathways from early adversity to psychopathology: A review on dysregulated HPA axis functioning” – Article summary

“Wesarg et al. (2020). Identifying pathways from early adversity to psychopathology: A review on dysregulated HPA axis functioning” – Article summary

It is possible that early adversity could set in motion a detrimental developmental cascade. This includes changes in the hypothalamic-pituitary-adrenal (HPA) axis activity. This, in turn, influences self-regulation in childhood. Both patterns of high and low cortisol in the HPA axis are associated with impairments in executive function, which, in turn, is important for self-regulation.

Early

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“Wylie, Ridderinkhof, Bashore, & van den Wildenberg (2010). The effect of Parkinson’s disease on the dynamics of on-line and proactive cognitive control during action selection.” – Article summary

“Wylie, Ridderinkhof, Bashore, & van den Wildenberg (2010). The effect of Parkinson’s disease on the dynamics of on-line and proactive cognitive control during action selection.” – Article summary

Processing irrelevant visual information sometimes activates incorrect response impulses. The engagement of cognitive control to suppress these impulses and make proactive adjustments to reduce the future impact of incorrect impulses may rely on the integrity of frontal-basal ganglia circuitry. In Parkinson’s disease, motor symptom severity is associated with within-trial (i.e. on-line) control of response impulses. This implies that

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“Clinical Developmental & Health Psychology – Lecture 1 (UNIVERSITY OF AMSTERDAM)”

“Clinical Developmental & Health Psychology – Lecture 1 (UNIVERSITY OF AMSTERDAM)”

People with a mental disorder tend to have higher mortality and have lower reproductive success.

The paternal age effect refers to increased risk of a mental disorder when the father is older when he has the child. It is possible that females with mental disorders have higher reproductive success than males with a mental disorder because

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“Clinical Developmental & Health Psychology – Lecture 2 (UNIVERSITY OF AMSTERDAM)”

“Clinical Developmental & Health Psychology – Lecture 2 (UNIVERSITY OF AMSTERDAM)”

It is important to study infants as this might help predict outcomes later in life. Early development lays the foundation for later life (e.g. malnutrition in infancy can lead to obesity in later life). Early trauma has cascading effects. It is possible that cognitive processes can be predicted by using outcomes in infancy. Early intervention and prevention are

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“Clinical Developmental & Health Psychology – Lecture 3 (UNIVERSITY OF AMSTERDAM)”

“Clinical Developmental & Health Psychology – Lecture 3 (UNIVERSITY OF AMSTERDAM)”

There are different types of responses to increased anxiety:

  1. Emotional response
    This includes feeling anxious.
  2. Cognitive response
    This includes negative cognitions.
  3. Behavioural reaction
    This includes avoidance.
  4. Physiological reaction
    This includes trembling, sweating and more.

Anxiety disorder includes an overactivation of the amygdala

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“Clinical Developmental & Health Psychology – Lecture 4 (UNIVERSITY OF AMSTERDAM)”

“Clinical Developmental & Health Psychology – Lecture 4 (UNIVERSITY OF AMSTERDAM)”

ADHD is classified by two symptom clusters:

  1. Inattention
  2. Hyperactivity/impulsivity

Additional criteria for ADHD diagnoses is that the symptoms should be pervasive (i.e. symptoms should persist in more than one setting) (1), the symptoms should lead to impairment (2) and at least some of the symptoms should be present before the age of 12

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“Clinical Developmental & Health Psychology – Lecture 5 (UNIVERSITY OF AMSTERDAM)”

“Clinical Developmental & Health Psychology – Lecture 5 (UNIVERSITY OF AMSTERDAM)”

Mindfulness refers to being deliberately aware of the present moment without judgement. Mindfulness is a relatively new intervention and was mostly rejected when it was first introduced.

Mindfulness-based stress reduction (MBSR) refers to an 8-week treatment employing mindfulness to reduce stress in participants. Mindfulness-based cognitive therapy (MBCT) refers to a mindfulness-based therapy aimed at participants with a

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“Clinical Developmental & Health Psychology – Lecture 6 (UNIVERSITY OF AMSTERDAM)”

“Clinical Developmental & Health Psychology – Lecture 6 (UNIVERSITY OF AMSTERDAM)”

Evidence-based treatment refers to the conscientious, explicit and judicious use of current best evidence in making decisions about the care of individual patients. A practitioner can know what the best current evidence is by making use of guidelines. However, the guidelines only demonstrate what type of treatment is recommended for specific disorders but do not necessarily provide information

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“Clinical Developmental & Health Psychology – Lecture 7 (UNIVERSITY OF AMSTERDAM)”

“Clinical Developmental & Health Psychology – Lecture 7 (UNIVERSITY OF AMSTERDAM)”

In the past, addiction was seen as a choice and under full control of the addicted person. The addict was seen as a transgressor engaged in morally wrong behaviour. The inability to control the use of substances was seen as the core of addiction. There is physical and psychological dependence. In the past, the measurement of addiction consisted

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“Clinical Developmental & Health Psychology – Lecture 8 (UNIVERSITY OF AMSTERDAM)”

“Clinical Developmental & Health Psychology – Lecture 8 (UNIVERSITY OF AMSTERDAM)”

The intervention spectrum includes promotion (1), prevention (2), treatment (3) and maintenance (4). It is used to determine what needs to be done as an intervention.

Intervention and prevention lead to positive health outcomes. However, there is not always an obvious distinction. Intervention is namely also a form of prevention (e.g. preventing the condition from getting worse).

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“Clinical Developmental & Health Psychology – Lecture 9 (UNIVERSITY OF AMSTERDAM)”

“Clinical Developmental & Health Psychology – Lecture 9 (UNIVERSITY OF AMSTERDAM)”

Dyslexia refers to an unexpected reading failure. A child with poor reading skills in a negative environment is to be expected but a child with poor reading skills in a favourable environment is unexpected. This could be indicative of dyslexia.

There are common behaviours of someone with dyslexia:

  1. Phonology
    The impaired performance on phonemic
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“Clinical Developmental & Health Psychology – Lecture 10 (UNIVERSITY OF AMSTERDAM)”

“Clinical Developmental & Health Psychology – Lecture 10 (UNIVERSITY OF AMSTERDAM)”

An intellectual disability refers to people with an IQ below 55. A mild intellectual disability refers to a people with an IQ between 55 and 70. A mild to borderline intellectual disability refers to people with an IQ between 70 and 85. However, they only qualify as borderline intellectual disability if they also show limited adaptive functioning.

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“Clinical Developmental & Health Psychology – Lecture 11 (UNIVERSITY OF AMSTERDAM)”

“Clinical Developmental & Health Psychology – Lecture 11 (UNIVERSITY OF AMSTERDAM)”

A school psychologist needs to take the environment into account when assessing the development of a child.

Action-oriented assessment refers to a theory about how assessment should be done. This should be as goal-oriented as possible. The problems of the child should be specifically assessed and which interventions are needed to help the child.

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“Clinical Developmental & Health Psychology – Lecture 12 (UNIVERSITY OF AMSTERDAM)”

“Clinical Developmental & Health Psychology – Lecture 12 (UNIVERSITY OF AMSTERDAM)”

Self-regulation refers to the ability to flexibility activate, monitor, inhibit, persevere and adapt one’s behaviour, attention, emotions and cognitive strategies in response to direction from internal cues, environmental stimuli and feedback from others in an attempt to attain personally relevant goals. It is the same as executive functioning. All executive functions require the prefrontal cortex which keeps maturing

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“Clinical Developmental & Health Psychology – Lecture 13 (UNIVERSITY OF AMSTERDAM)”

“Clinical Developmental & Health Psychology – Lecture 13 (UNIVERSITY OF AMSTERDAM)”

Stressors refer to stimuli and context (e.g. losing a job). It is not the individual response to a stressor. There are positive stressors (1), tolerable stressors (2) and toxic stressors (3).

A positive stressor has the least impact on health (e.g. getting married). A stressor leads to change and can thus be positive. Toxic stressors are highly

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“Clinical Developmental & Health Psychology – Lecture 14 (UNIVERSITY OF AMSTERDAM)”

“Clinical Developmental & Health Psychology – Lecture 14 (UNIVERSITY OF AMSTERDAM)”

Pathological ageing refers to ageing that differs from its normal course (e.g. dementia). There are several symptoms of Parkinson’s disease.

  1. Tremor (i.e. resting tremor)
  2. Slowness of movement
    This consists of two parts. Bradykinesia refers to slow movements and akinesia refers to the absence of movements.
  3. Rigidity
    This refers to the stiffness
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