ATYPICALDEVELOPMENTNOTES

ATYPICALDEVELOPMENTNOTES - Psychology Atypical Child and...

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Psychology: Atypical Child and Adolescent Development /Child Psychopathology TA: Aliza Lichtenstein [email protected] Last day to drop: Jan 26 th Last day to add: Jan 27 th Special Permission numbers only to graduating seniors Final Exam: Friday May 8 th 12-3 pm To pay parking tickets: parktran.rutgers.edu See syllabus for addition info – on sakai Powerpoint lectures: notes posted in resources – still need to take notes in class, there will be videos on topics, need to take notes on them as well… Office hours by appointment Children can development just as many disorders as adults can… Emotional: Just b/c a child asks diff than another doesn’t mean they have a dysfunction, can’t automatically label them. Cognitive, biological: The chemistry of the brain is what emotions are. Read 1 st chapter by Thursday. No exams are cumulative. Study guides provided for each test. For extra credit: no dissociative identity disorder, anti-social or personality disorders – try to put it in APA format. January 22 nd 2009: Chapter One: Introduction to Normal and Abnormal Behavior in Children and Adolescents. History of Child Psychopathology: Early on, children were not considered to have disorders. Disorders were ignored, and the child was punished (esp. if he/she was unruly). Around the 1960s/1970s, people started to pay more attention to children. It used to be that children were considered property of parents, and abuse couldn’t even be reported. Historical Views and Breakthroughs: Prior to 18 th century, children’s misbehavior was considered to be the result of the child’s inherently evil nature. - Children were treated as property of the parents or caregivers (Massachusetts’ Stubborn Child Act of 1654 – permitted parents to put “stubborn” children to death for misbehaving). - The Church attributed children’s uncivilized and provocative behavior to possession by the devil. (page 4) Children’s problems were seldom mentioned. Victor of Aveyron (Wild boy of Aveyron): - 11 or 12 year old boy found in the woods outside Paris - Jean-Marc Itard felt that environmental stimulation could civilize Victor Victor was raised by the wild. He was left in the forest and raised by animals. He was found and worked with. Jean- Marc felt that he could give a child structure, and the children could start learning according to naturally ability/desire to progress. However, this didn’t work? How come? It was past the critical period, a certain time where if you’re pre- disposed to language you can pick it up, or else you will be deprived, and it won’t come easily. It was a lost cause.
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Jean- Marc Itard: made effort to work with a special child- launched a new era of helping orientation toward special children. Psychological Perspective: Names to know: 1) John Locke: (1632-1704) took lots of political stances, was interested in children, and had a very positive view of them, very different than what was considered the norm.
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