Child Psychopathology Concepts Quiz

False (B)

Equifinality

<p>Patterns that deviate significantly from what is considered normal or typical for children and adolescents. (B)</p> Signup and view all the answers

<p>support</p> Signup and view all the answers

<p>False (B)</p> Signup and view all the answers

<p>Multifinality = Early experiences leading to different outcomes Equifinality = Different early experiences leading to the same outcome Visible Factors = Behavioral problems and acting out Hidden Factors = Depression, PTSD, anxiety, poverty, and neglect</p> Signup and view all the answers

<p>The specific context of the child's life, including their strengths and support systems (A)</p> Signup and view all the answers

<p>start of school</p> Signup and view all the answers

<p>continuous</p> Signup and view all the answers

<p>False (B)</p> Signup and view all the answers

<p>Atypical Behavior = Behaviors that are not typical for the developmental stage or that significantly interfere with daily functioning. Continuous Development = Gradual and cumulative changes. Discontinuous Development = Involves distinct stages or changes. Concrete Risk Factors = Poverty, exposure to drugs, and gun violence.</p> Signup and view all the answers

<p>Confidence</p> Signup and view all the answers

<p>Exposure to gun violence. (D)</p> Signup and view all the answers

<p>False (B)</p> Signup and view all the answers

<p>daily functioning</p> Signup and view all the answers

<p>Motor skills (C)</p> Signup and view all the answers

<p>False (B)</p> Signup and view all the answers

<p>Aggression, defiance, overactivity, tantrums, lying, disobedience, arguing, specific fears.</p> Signup and view all the answers

<p>adolescence</p> Signup and view all the answers

<p>Understanding typical behavior (A)</p> Signup and view all the answers

<p>1-2 years = Tantrums, separation anxiety, refusal 3-5 years = Aggression, defiance 6-10 years = Peer problems, academic difficulties 11-14 years = Self-consciousness, moodiness</p> Signup and view all the answers

<p>False (B)</p> Signup and view all the answers

<p>How often the problematic behaviors are occurring.</p> Signup and view all the answers

<p>Children are active contributors, interacting with their environment (B)</p> Signup and view all the answers

<p>False (B)</p> Signup and view all the answers

<p>Risk factors are conditions that increase the likelihood of negative outcomes.</p> Signup and view all the answers

<p>Protective factors</p> Signup and view all the answers

<p>Strengths within the individual, family, and community (B)</p> Signup and view all the answers

<p>False (B)</p> Signup and view all the answers

<p>Skepticism helps prevent the integration of unverified beliefs and promotes critical examination of research findings.</p> Signup and view all the answers

<p>Professional background (C)</p> Signup and view all the answers

<p>False (B)</p> Signup and view all the answers

<p>The illusion of knowledge</p> Signup and view all the answers

<p>methodology</p> Signup and view all the answers

<p>Epidemiological research = Prevalence and incidence of disorders Correlates = Relationships between variables Risk Factors = Potential contributors to disorders Protective Factors = Elements that can prevent disorders</p> Signup and view all the answers

<p>Strong child-caregiver relationships (D)</p> Signup and view all the answers

<p>True (A)</p> Signup and view all the answers

<p>To simplify and isolate variables of interest</p> Signup and view all the answers

<p>They explain the relationship between two variables. (B)</p> Signup and view all the answers

<p>True (A)</p> Signup and view all the answers

<p>Experimental</p> Signup and view all the answers

<p>Longitudinal</p> Signup and view all the answers

<p>Experimental = Random assignment and manipulation of variables Non-Experimental = Describes relationships without inferring causation Quasi-Experimental = Uses pre-existing groups for study Cross-Sectional = Studies different groups at one time</p> Signup and view all the answers

<p>It often suffers from self-selection bias. (B)</p> Signup and view all the answers

<p>False (B)</p> Signup and view all the answers

<p>Classification</p> Signup and view all the answers

Patterns in children that deviate from what's normal for their age.

Persistent, severe behaviors that interfere with daily functioning.

Gradual and cumulative changes in a child's growth.

Development that occurs in distinct stages or changes.

Clear, identifiable factors that can worsen atypical behavior.

External influences that negatively impact children's development.

Challenges children face in interacting with peers.

Awareness and monitoring of children's behaviors amid risks.

The study of behavioral and emotional disorders in children.

Alarming behavioral issues and acting out in children.

Social difficulties and peer rejection that are less obvious.

Systematic issues like depression and neglect affecting all life aspects.

Different outcomes resulting from similar early experiences in children.

Different outcomes from the same early childhood experiences.

Same disorder can arise from different early life experiences.

Assessing a child's ability to adapt within their specific context.

Key areas of functioning from infancy to preschool include attachments, language, and motor skills.

Involves peer relationships, academic competencies, and social competence.

Transition to secondary school, autonomy, and forming self-identity are crucial.

Involves understanding normal development to identify atypical behaviors.

Tantrums, separation anxiety, and overactivity are common in toddlers.

Peer problems, jealousy, and academic difficulties emerge during this stage.

Referrals, knowledge of development, and behavioral context differentiate the two.

Risk-taking, substance use, and identity struggles are notable in older teens.

Children actively contribute to their own development by interacting with their environment.

Predictable, gradual change in development over time.

Abrupt, unpredictable changes in development that occur suddenly.

Conditions that increase the likelihood of negative developmental outcomes.

Conditions that enhance positive outcomes and support development.

The ability to recover from difficulties that is influenced by various factors and contexts.

The interplay of individual, family, and community strengths that predict resilience.

Structured methods used in scientific research to avoid unverified beliefs.

Conflicting opinions among experts on various topics.

Studies may yield different results due to various factors.

Variations in suggested treatments based on individual factors.

People ignore scientific findings due to personal anecdotes.

The false belief that one understands more than they do.

Pseudoscience lacks rigorous methods unlike true science.

Methods depend on the questions, disorders, and resources.

Types of inquiries in research, like risk and protective factors.

Variables that explain the relationship between two other variables.

Variables that influence the strength and direction of relationships between other variables.

A measure indicating the relationship between two variables without implying causation.

Research involving random assignment and manipulation of an independent variable to determine cause and effect.

Research that describes relationships without random assignment, lacking causal inferences.

Research using pre-existing groups to study relationships, but with potential biases.

Research that examines different groups at one point in time, efficient but may have cohort effects.

Research that follows the same group over time to observe changes, often costly and complex.