Rutter And Sroufe Identified As One Of Three Imports

1 Rutter And Sroufe Identified As One Of Three Import

Rutter and Sroufe identified _____________ as one of three important areas of focus in the future of developmental psychopathology. A. How cause and effect underlie childhood disorders B. The role of the media in the life of the modern child. C. Creating a stricter definition of normal behavior. D. Fetal development’s influence on childhood behavior

Which of the following questions is not appropriate on a mental status exam? A. What’s four times five? B. Who’s the current president of the United States? C. What day of the week is it today? D. Who wrote the Harry Potter books?

State laws can influence decision making in all the following ways, except A. who can legally provide consent for the child. B. beneficence and maleficence C. the timelines for reporting suspected child abuse D. custodial versus noncustodial parental rights

The transactional model was developed to A. illustrate how even very disabled children are able to adapt to their environments. B. analyze exactly which characteristics are passed from a caregiver to a child. C. predict the future of a child’s development by analyzing past events and behaviors. D. show how a child adapts to an environment and how the environment changes as a result.

All of the following are true concerning the APA 10 ethical standards except A. the standards were useful in past decades but are no longer useful. B. the standards address appropriate advertising and displays of public information. C. the standards address matters pertaining to research and publication. D. the standards assist professionals to resolve ethical issues.

Which of the following is true regarding the age of majority? A. It’s 18 in 34 of the U.S. States. B. It’s 19 years in all Canadian provinces. C. It’s 18 years of age in every USA State D. It’s not an important consideration for psychologists working with children.

In the context of Sue’s 2006 article on cultural competent treatment, gift giving refers to A. giving a token gift to the client B. rules about barbering C. accepting a gift from the client D. gifts of therapy, such as reduced tension

Which of the following is one of the guiding principles of the American Psychological Association (APA)? A. Generosity B. Duplicity C. Felicity D. Integrity

Mash and Wolfe (2002) suggest three goals of assessment. Which of the following is not one of the goals? A. Diagnosis B. Treatment planning C. Prognosis D. Research

Using the K-3 Paradigm involves knowledge of A. brain chemistry B. the Diagnostic and Statistical Manual of Mental Disorders C. a child’s family medical history D. developmental expectations

Which of the following is true regarding a functional behavioral assessment? A. An FBA assesses the degree to which a behavior exists. B. An FBA is norms-based. C. The FBA was developed to analyze why a behavior exists. D. The use of FBA has been discouraged by the American Psychological Association.

Which of the following is an example of a discrete behavior? A. talking out of turn B. on-task behavior C. playing D. watching a television show

A researcher is studying the effect of noise level on concentration. In this study, noise level is the _____________ variable. A. independent B. random C. confounding D. dependent

Externalizing problems were referred to as ________________ problems in the past. A. behavior deficit B. behavior excess C. circumstantial D. overcontrolled

A lack of consensus ___________ often compromises treatment plans. A. on attributions B. regarding the perspectives of informants C. among different research data D. on the actual target problem

If a youth who’s socially maladjusted also demonstrates another risk factor, then the risk of having a disorder also increases by _____________ the amount. A. five times B. four times C. twice D. ten times

Someone who favors autonomy regarding child decision-making is likely to agree with what? A. Giving the child control over a decision B. Community support of a parent’s choice C. Structured family therapy options D. Removing a child’s right to consent

Between 1972 and 1989 there were____________ regarding child advocacy. A. not much change in the amount of published research. B. not much change in the number of laws. C. a significant increase in the number of laws. D. a significant increase in the amount of published research

Developmental psychopathology is the study of A. behavioral disorders and their increase in intensity over time. B. lesions and malformations that cause behavioral disorders. C. fetal development and its relation to later childhood development D. the origins and course of individual patterns of behavioral maladaptations.

Susy is feeling depressed. She visits a therapist who says that it’s “all in her head.” He says she’s depressed because she’s “:thinking like a depressed person.” Susy’s therapist likely supports which theoretical model? A. Sociocultural B. Cognitive C. Behavioral D. Biomedical

Paper For Above instruction

Developmental psychopathology represents a significant branch within psychology that investigates the origins, course, and outcomes of behavioral and mental disorders across the lifespan. The work of researchers such as Rutter and Sroufe has been influential in shaping the future directions of this field, emphasizing the importance of understanding how various factors influence childhood development and psychopathology. This essay explores key themes and concepts derived from questions related to developmental psychopathology, ethical standards in psychology, assessment models, behavioral analysis, and cultural competence, integrating contemporary research and theoretical frameworks.

One of the primary focuses highlighted by Rutter and Sroufe is the importance of understanding the causes and effects underlying childhood disorders, a perspective that aligns with current developmental models promoting a dynamic interaction between biological, psychological, and environmental factors. This approach underscores the necessity for future research to examine causal relationships, which can inform prevention and intervention strategies (Rutter & Sroufe, 2000). Moreover, the transactional model of development further emphasizes these interactions, proposing that children and their environments continuously influence each other in a bidirectional process (Sameroff & MacKenzie, 2003).

In clinical settings, mental status examinations serve as vital tools for assessing cognitive, emotional, and behavioral functioning. Questions on such exams should be tailored to evaluate relevant mental processes without redundancy or irrelevant content; for example, questions assessing basic arithmetic or current events are appropriate, whereas questions about authorship of fictional books may not be suitable. The goal is to obtain a comprehensive yet focused understanding of the patient's current mental state (American Psychiatric Association [APA], 2012).

Legal and ethical considerations significantly influence decision-making in child psychology. Laws regarding consent, reporting suspected abuse, and parental rights establish boundaries within which practitioners operate, ensuring the child's welfare remains paramount. Ethical standards set forth by the APA guide psychologists in maintaining integrity, honoring confidentiality, and conducting research responsibly (APA, 2017). These standards include addressing advertising ethics, research protocols, and resolving conflicts among informants, which are crucial for effective practice.

The assessment goals outlined by Mash and Wolfe highlight diagnosis, treatment planning, prognosis, and research as central aims. When utilizing paradigms like the K-3, understanding developmental expectations is crucial for accurate interpretation, aiding in identifying norm violations or developmental delays (Mash & Wolfe, 2002). Similarly, functional behavioral assessments focus on deciphering the reasons behind behaviors, assessing their functions in context, thus enabling targeted interventions (O'Neill et al., 2015).

Behavioral analysis categorizes behaviors into discrete units, such as talking out of turn or on-task actions, facilitating measurable and observable assessment. Variables in research, such as noise level affecting concentration, are classified as independent or dependent depending on their roles within the experimental design. Externalizing problems, historically termed behavior excess, are characterized by outward-directed behaviors such as aggression or hyperactivity, which require specialized strategies for management (Kazdin, 2017).

Consensus among professionals about assessment and treatment targets remains challenging, often due to differing perceptions among informants or varying interpretations of problematic behaviors. Recognizing the multiplicity of risk factors, such as social maladjustment combined with other vulnerabilities, reveals an increased likelihood—up to tenfold—of developing a disorder, emphasizing the need for comprehensive screening and early intervention (McLachlan et al., 2015).

Promoting autonomy in child decision-making aligns with developmental principles advocating for independence, responsibly granting children control within safe boundaries. Policy advancements in child advocacy between the 1970s and late 1980s reflect increased legislative efforts to protect children's rights and wellbeing through law reforms and advocacy initiatives (Peterson & Hardee, 1999). Furthermore, understanding developmental psychopathology involves examining how early anatomical or physiological irregularities influence subsequent behavioral patterns, offering insights into prevention and treatment pathways (Cicchetti & Toth, 2009).

Finally, theoretical models like the cognitive approach explain depression through patterns of distorted thinking, influenced by sociocultural contexts. Susy's case illustrates the application of cognitive theory, highlighting how maladaptive thought patterns contribute to emotional distress, guiding therapeutic interventions aimed at restructuring cognition (Beck, 2011).

References

  • American Psychiatric Association. (2012). Diagnostic and statistical manual of mental disorders (5th ed.).
  • American Psychological Association. (2017). Ethical principles of psychologists and code of conduct.
  • Beck, A. T. (2011). Cognitive therapy of depression. Guilford Press.
  • Cicchetti, D., & Toth, S. L. (2009). Developmental psychopathology: Perspectives on childhood and adolescence. W. W. Norton & Company.
  • Kazdin, A. E. (2017). Single-case research designs: Methods for clinical and applied settings. Oxford University Press.
  • Mash, E. J., & Wolfe, D. A. (2002). Abnormal child psychology (3rd ed.). Thomson/Wadsworth.
  • McLachlan, A., et al. (2015). Risk factors for child behavioral problems: A longitudinal analysis. Journal of Child Psychology and Psychiatry, 56(6), 678-684.
  • O'Neill, R. E., et al. (2015). Functional assessment and program development for problem behavior: A practical handbook. Brooks/Cole.
  • Peterson, M. & Hardee, J. (1999). Child advocacy in a changing legal landscape. Journal of Child and Family Studies, 8(4), 385-400.
  • Sameroff, A. J., & MacKenzie, M. J. (2003). Research strategies for capturing transactional models. American Psychologist, 58(2), 124–135.

Related Assignments