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PSYU3339 - Applied Child & Adolescent Psychology - Coggle Diagram
PSYU3339 - Applied Child & Adolescent Psychology
Week 1
Family as a social system
Types of families
Nuclear
Gender diverse two-parent
Extended families (provide social support)
Single-parent families
Blended families (step-relationships)
Socialisation of the young
Importance of relationship quality
Predicts child outcomes more strongly than family structure
Example: Gender-diverse families show similar child adjustments to traditional families
Attachment Theory (Bowlby, Ainsworth)
Styles of Attachment
Secure (type B)
Insecure-Avoidant (type A)
Insecure-Ambivalent/Resistant (Type C)
Disorganised/Fearful Attachment (modern addition)
Maternal Sensitivity Hypothesis
Sensitive caregivers fosters secure attachment
Parenting & Discipline
Effective Practices
Positive reinforcement
Reasoning and verbal guidance
Consistency and encouragement of self-regulation
Ineffective practices
Physical puinishment
Verbal punishment
Withdrawal of love
Impacts of physical punishment
Associated with aggression, mental health issues, poor parent-child relationships, and reduced moral internalization
Theories explaining parent influence
Attachment Theory
Focus on emotional bonds and their impacts on child security
Attribution Theory
Parent's interpretation of child's behaviour affects reactions (e.g., growth vs fixed mindset)
Social Cognitive Theory (Bandura)
Influences
Modeling
Direct tuition
Enactive experience
Self-regulation process
Observation -> Judgment -> Reaction
Cultural & Sociocultural Considerations
Normativeness of discipline
Cultural context impacts the effectiveness and perception of discipline
Example: Physical discipline affects European American children but has fewer effects on African American children
Cultural relativism
Debate on whether all culturally accepted practices are universally appropriate
Critiques & Resolutions on Physical Discipline
Pro-Corporal Punishment Views
Immediate compliance, traditional values
Anti-Corporal Punishment Views
Harmful long-term effects like mental health problems and increased aggression
APA Resolution
Advocates against physical punishment, emphasizing non-violent methods
Week 1
Baumrind's Typology
Authoritarian (low warmth high control)
Authoritative (high warmth high control)
Permissive/neglectful (high warmth, low control)
Neglectful (low warmth, low control)
Differs across cultures
Parental Monitoring & Adolescent Disclosure
Sources of parental knowledge
Spontaneous disclosure (primary and most effective)
Behavioural control (less effective)
Factors affecting disclosure
Responsive parenting disclosure
Concealment often caused by fear of disapproval or negative reactions
Impact
Disclosure improves parent-child relationships and reduces externalising behaviours
Concealment leads to strained relationships and psychological distress
Cultural Perspectives
Chinese-American Families
Qin: Harmony, respect, obedience, and shared values
Parenting effects differ e.g., less relationship style between academic performance
Cross-cultural findings
Chinese-American disclose less about personal activities than European-Americans
Mexican-American adolescents disclose less about prudential behaviour than European-Americans
Helicopter Parenting
Worse relationships and mental health in overcontrolled adolescents
Mixed effects on academic motivation and internalising symptoms
Family Self-efficacy
Dimensions
Pragmatic: Routines, boundaries, monitoring
Relational: Resilience through relationships
Value-Laden: Family goals driven by values
Benefits
Improved family satisfaction, open communication, reduced conflict
Promotes compliance with monitoring and reduces hostility
Mental Health & Parenting
Pressured Information Management
Leads to anxiety, depression, and strained relationships (particularly in girls)
Parental Reactions
Positive comments improve relationships
Negative comments harm mental health
Key Studies
Chao (2001)
Parenting styles yield different outcomes across cultures
Stattin & Kerr (2000)
Redefined parental monitoring to focus on adolescent disclosure
Soenens et al. (2006)
Three-step model linking parenting, disclosure, and behavioural outcomes
Rote et al. (2020)
Helicopter parenting profiles and their impacts
Week 2
Neuropsychobiological Issues I
Gene x environment (GxE) interactions
Key concepts
Phenotype
Epigenetics
Diathesis-stress model
Types of GxE interactions
Passive: Genes and environment provided by parents align (e.g., musical talent)
Evocative: Traits elicit responses from the environment (e.g., irritability)
Active: Individuals seek environments aligned with genetic tendencies
Fetal Origins of Adult Disease (FOAD)
Core Idea: Adverse intrauterine conditions lead to long-term health risks
Mechanisms
Fetal Programming: Prenatal adaptations permanently alter body functions
HPA Axis Dysregulation: Chronic maternal stress affects fetal stress responses
Epigenetic Changes: Environmental factors leave lasting gene expression marks
Health Outcomes
Chronic diseases: Diabetes, obesity, coronary heart disease
Mental Health: Anxiety, ADHD, emotional regulation difficulties
Developmental Origins of Health and Disease (DOHaD)
Environmental influenecs across the lifespan, not just fetal stage
Focus areas
Lifespan environmental influences
Preconception
Pregnancy
Early childhood
Early-Life stressors
Nutrition
Pollutants
Stress
Health Outcomes: Chronic diseases and childhood/adulthood symptoms
Biopsychosocial Model
Definition: Health is influenced by biological, psychological, and social factors
Components
Biological: Genetic predispositions, physiology
Psychosocial: Thoughts, emotions, behaviours
Social: Environment, culture, socioeconomic factors (bullying)
Applications to Child & Adolescent Health
Prenatal Factors: Maternal stress, poor nutrition, toxin exposure during pregnancy
Early interventions: Target modifiable environmental factors to improve outcomes
Later Interventions: Medication, systemic approaches for entrenched behaviours
Week 2
Neuropsychobiological Issues II
Core Concepts
FOAD/DOHaD Hypothesis
Biopsychosocial Model
Cases of Neuropsychobioloigical Influence
Fetal Alcohol Spectrum Disorder (FASD)
Effects
Cognitive: IQ deficits, executive disfunction
Behavioral: Attention problems, poor emotional regulation
Physical: Growth deficiencies, facial abnormalities
Prevention
No Alcohol Consumption
Education Campaigns
Intervention
Multidisciplinary teams
Consistent routines
Structure
Non-judgmental support
Prenatal Stress/Anxiety
Mechanisms
Maternal cortisol crossing placenta
Lasting changes in brain areas like prefrontal cortex and amygdala
Effects
Higher infant reactivity and self-regulation issues
Bi-directional feedback loops with caregivers e.g., stressed parents struggle with sensitive caregiving
Moderating Factors
High-quality caregiving
Socioeconomic and support factors
Interventions
Universal screening
Attachment-focused parenting programs
Psychoeducation
Clinical Implications
Importance of early detection
Edinburgh Postnatal Depression Scale (EPDS)
Preventative measures to address maternal mental health
Parenting Interventions
Attachment-based programs
Circle of security
Parent-child Interaction Therapy
Behaviour Management
Triple P
1-2-3 Magic
Cognitive Behavioural Approaches
Cool Kids
Turning Into Teens Program
Neurodevelopment & Brain Changes
Prenatal period
Teratogens like alcohol and stress disrupt critical periods of brain development
Adolescence
Brain maturation occurs from back-to-front
Explains impulsive behaviour and emotional decision-making
Broader Considerations
Genetic and Environmental Interplay
Genetic predispositions can moderate environmental effects
Not all infants exposed to prenatal stress or alcohol develop issues- highlighting differential susceptibility
Cultural and Socioeconomic Factors
Prevalence of FASD and prenatal stress may be higher in vulnerable communities
Importance of culturally appropriate services and interventions
Week 3
Child Abuse & Neglect
Prevalence & Historical Context
Mary Ellen Case (1864)
Triggered establishment of child protection laws
Battered Child Syndrome (1962)
Recognised physical abuse as a reportable condition
Expansion to include sexual abuse in 1970-80s
Types of Child Abuse
Neglect
Sexual
Physical
Psychological
Risk Factors
Parental factors: Stress, substance abuse, punitive parenting styles, lack of support
Social Factors: Poverty, isolation, domestic violence, high-risk neighborhoods
Consequences of abuse
Physical effects
Psychological effects: PTSD, depression, anxiety
Behavioural effects: Aggression, delinquency
Social Impact: Disruption from foster care or out-of-home replacements
Prevention & Intervention programs
Early Interventions: Focus on prenatal and infancy stages e.g., home visiting programs
Parent training programs: Teach positive parenting skills e.g., Triple P, SafeCare
Intergenerational Transmission
Abuse can perpetuate but is not inevitable
Higher risks of maltreatment in children whose mothers had CPS involvement
Influencing factors include poverty, unstable housing, and lack of education
Out-of-home-Care (OOHC)
When Used: Last resort for unsafe home environments
Types: Kinship (54%) and foster care (35%)
Evaluation: Pathways of Care Longitudinal Study analyses developmental outcomes
Week 3
Child Sexual Abuse (CSA)
Vulnerability of Children
Powerlessness
Obedience to adults
Lack of sexual knowledge
Curiosity about bodies
Prevalence & Statistics
High in Australia (28.5%)
Online CSA rising due to internet access
Mental health links: PTSD, depression, anxiety
Identifying CSA
Emotional, behavioural, developmental issues
No universal symptom pattern
50% show no symptoms
Effects of CSA
Guilt, self-blame, and psychological distress
Factors worsening effects: penetration, violence, long duration
Resilience: 40% show no symptoms
Risk Factors for CSA
Prior abuse (family/child)
Parental issues: substance abuse, mental health problems
Theories: Routine Activities and Ecological Models
Child Witness Competence
Memory reliability: accurate recall but suggestibility risk
Props like anatomical dolls: helpful but error-prone
Cognitive context reinstatement aids recall
Interviewing Protocols
Cognitive interview, Step-Wise, NICHD Protocol
Sociocognitive Interview (SCI): social-cognitive theory approach
Impediments to Disclosure
Barriers: Fear, shame, self-blame, threats, disbelief
Gender differences: boys less likely to disclose
Delays: 60-70% wait until adulthood
Truth-Telling & False Allegations
Competence underestimated by Piaget
False claims: spontaneous lies are rare; coached lies are more plausible
Source misattribution may lead to false memories
Cross-Examination Challenges
Legal process undermines accuracy
Younger children more vulnerable to leading questions
Older children slightly better but still affected
Week 4
Aggression & Bullying
Aggression
Definition
Intent
Social Labeling
Types
Hostile vs Instrumental
Angry vs non-angry
Assertiveness
Theories
Trait Theory
Drive Theory (Frued)
Ethological Theory
Social Cognitive Theory (SCT)
Information Processing Model
General Aggression Model (GAM)
Bullying
Definition
Power imbalance
Intent
Repetition
Types
Physical
Verbal
Relational
Cyber
Roles
Bully
Victim
Reinforcer
Assistant
Defender
Outsider
Victimization Factors
Personal
Anxiety
Low self-esteem
Physical Weakness
Peer
Poor social competence
Few friends
Family
Overprotection
Poor communication
School
Weak policies
Bystander inaction
Coping Self-efficacy
Cognitive
Avoiding Self-blame
Victim-role disengagement
Behavioural
Proactive behaviour
Avoiding aggressive behaviour
Moral Disengagement
Mechanisms
Moral Justification
Euphemistic Language
Displacement
Dehumanization
Linked to:
Bullying
Bystander inaction
Interventions
Whole school programs: Olweus, KiVa
Teacher training
Focus areas
Moral disengagement reduction
Empathy
Defending self-efficacy
Week 4
Peers & Social Media
Peer Relations
Ethological Theory (Harlow, Suomi)
Cognitive Development Theory (Piaget)
Social Cognitive Theory (Bandura)
Group Socialisation Theory (HArris)
Peer Sociability Development
Infancy (limited interaction)
Preschool (solitary, parallel, associative, cooperative play)
Middle Childhood (Peer groups, hierarchies)
Adolescence (Cliques, crowds, dating)
Parental Influences
Secure attachments
Parenting styles (Authoritative, authoritarian)
Parental monitoring (Direct vs indirect)
Peer Acceptance & Friendship
Peer acceptance
Popular
Rejected
Neglected
Average-status
Friendship benefits
Support
Emotional Health
Dark side of friendships
Bullying
Moral disengagement
Social Media Influence
Positive uses (Connection, creativity, learning)
Negative risks (cyberbullying, anxiety, addiction)
Parental Mediation (Active, restrictive monitoring)
Week 4
Moral Development & the Age of Criminal Responsibility
Components of morality
Cognitive (Moral reasoning)
Affective (Moral emotions)
Behavioural (Resistance to Deviation)
Theories of Moral Development
Piaget's Theory
Morality of Constraint
Morality of Cooperation
Kohlberg's Stages
Preconventional
Conventional
Postconventional
Social Domain Theory
Moral vs conventional rules
Moral Self-evaluation
Freud's Theory of Conscience
Hoffman's Emotion-Attribution
Moral Emotions (Guilt, Shame, Pride)
Moral Agency
Bandura's Self-Regulation
Moral disengagement
Empirical Studies
Wagland & Bussey (2017) - Criminal vs Mischief Behaviour
Fried & Repucci (2001) - Peer influence and Risk Perception
Modecki (2008) - MAturity of Judgment
Practical Applications
Storytelling and Moral Dilemmas
Classroom discussions
Restorative Justice Approaches
Week5
Prosocial Behaviour
Definitions
Prosocial behaviour
Altruism
Motivations
Theories of Prosocial development
Trait Theory
Social Cognitive Theory
Cognitive-Development Theory
Early Childhood: Reward-driven prosociality
Middle childhood: Welfare of others
Adolescence: Universal moral principles
Socialization Influences) Parenting & Modeling
Parental Warmth
Emotional security
Empathy
Overindulgence can hinder prosociality
Inductive Reasoning
Victim-centered reasoning promotes empathy and rule-following
Modelling
Prosocial models (parents, peers, media) can influence behaviour
Moral Reasoning, Empathy, and Prosocialness
Moral Reasoning Stages
Hedonistic (young children) -> Needs-based (older children)
Empathy
Sympathy
Role-Taking: Understanding others' perspectives without emotional involvement
Prosocialness & Aggression
Protective Effects: Linked to reduced aggression
Key findings: Early prosociality predicts peer acceptance and academic success
Key studies: Caprara et al. (2000); Hastings et al. (2000)
Promoting Prosocial Behaviour
Intervention Strategies
School-based programs e.g., Caprara et al. 2014
Mindfulness and kindness programs e.g., Flook et al., 2015
Key Components
Emotional regulation
Perspective-taking
Communication skills
Cultural considerations
Parenting styles
Cross-cultural considerations
Week 5
Gender Development
Definitions
Gender vs sex
Identity categories
Cisgender
Transgender
Nonbinary
Gender Binary Critique
Cultural variation
Spectrum of identity
Theories
Psychoanalytic Theory (Freud)
Identification through parental figures (Oedipus/Electra complex)
Biological Basis
Chromosomes
Hormones
Evolutionary roles
Cognitive Developmental Theory (Kohlberg)
Gender Constancy Stages (Identity -> Stability -> Consistency)
Gender Schema Theory (Martin & Haverson)
Social Cognitive Theory (Bussey & Bandura)
Reciprocal interaction of personal, social, and environmental factors
Actual Gender Differences
Genetic (XX vs XY chromosomes)
Hormonal (Testosterone, estrogen)
Prenatal Hormones Studies (CAH and gender-typical play)
Physical differences (Strength, childbearing capacity
Social Influences on Gender
Parents
Gendered Toys
Language
Expectations
Peers
Same-gender play preferences
Reinforcement of norms
Media
Reinforcement of stereotypes
Gendered portrayals
Educational Practices
Gendered assumptions in teaching
STEM barriers
Developmental milesstones in Gender Understanding
Infancy
Discrimination between male/female voices
Toddlerhood
Gender-typical play preferences (~2 years)
Preschool
Gender constancy and stereotype awareness (~3 years)
Childhood
Gender segregation and reinforcement of roles
Changing Gender Roles
Progress
Women in leadership
Increased career diversity
Challenges
Pay gap
STEM underrepresentation
Persistent stereotypes
Key critiques & Modern Perspectives
Binary Limitation
Cultural variation
Nonbinary identities
Intersectionality
SES
Cultural context
Ethnicity
Gender norms
Revised Models
Multidimensional models of gender identity (e.g., self-categorization, gender contentedness)