__________________________________________________________

1. Introduction to Normal and

Abnormal Behavior in
Children and Adolescents

__________________________________________________________
Chapter Summary:

During the 17th and 18th centuries, many children were subjected to harsh treatment or parental
indifference. Concern for the plight and welfare of children with mental and behavioral
disturbances rose with increasing advances in general medicine, physiology, and neurology. In
addition, the growing influence of the philosophies of Locke and others led to the view that
children needed moral guidance and support. These changing views resulted in an increased
concern for moral education, compulsory education, and improved health practices. The late 19th
century was marked by more compassionate attitudes towards children and adults with mental
disorders, and detection and intervention methods flourished. However, during the early part of
the 20th century, this educational and humane model returned to a custodial model, and attitudes
became pessimistic and hostile towards persons with mental disorders. Psychoanalytic and
behavioral theories helped shape emerging psychological and environmental influences in the
beginning of the 20th century. Freud linked childhood experiences to mental disorders, causing a
shift in the view of children as insignificant beings to that of human beings in distress. Watson
scientifically investigated behavior, based on the learning theory of classical conditioning. In the
late 1940s the institutionalization of children with intellectual or mental disorders was criticized,
and from 1945 to 1965, the institutionalization of children decreased dramatically as children
were placed in foster homes and group homes. Behavior therapy emerged in the 1950s and 1960s
as treatment for child and family disorders. Defining the term psychological disorder is a
difficult task, but it has been broadly defined as a pattern of symptoms associated with features
of distress and/or disability, and/or increased risk of further suffering or harm. Recent
longitudinal studies have found that by their 21st birthday, 3 out of 5 young adults meet criteria
for a well-specified psychiatric disorder. In addition, a significant number of children do not
grow out of their childhood difficulties. Childhood poverty is a daily reality for about 1 in 5
children in the United States and 1 in 7 in Canada. Poverty and socioeconomic disadvantage, sex
differences, race, ethnicity, culture, child maltreatment and non-accidental trauma, other special
issues concerning adolescents and sexual minority youths, and lifespan implications are all
factors that influence the changing rates and expression of mental disorders.
Chapter Outline:

Historical Views and Breakthroughs

Historically, children were often ignored or subjected to harsh treatment because
of the belief that they would die, were possessed, or were the property of
their parents

A.

The Emergence of Social Conscience

In the 17th century, John Locke, an English philosopher and physician,

advanced the belief that children should be raised with thought and care,
rather than indifference and harsh treatment. He saw the importance of
treating children with kindness and understanding and providing them
with opportunities for education
2.
Jean-Marc Itard undertook one of the first documented efforts to work
with a special needs child around the turn of the 19th century, an
undertaking that launched a new era of a helping orientation towards
children
3.
Although not entirely clear, the distinction was made in the latter half of
the 19th century between individuals with mental retardation (imbeciles)
and individuals with psychiatric disorders (lunatics)
4.
Children with normal cognitive abilities but disturbing behavior were said
to be suffering from moral insanity
5.
Advances in medicine, physiology, and neurology led to a replacement of
the moral insanity view by the organic disease model, and the growing
influence of philosophies of Locke and others fostered the belief that
children needed moral guidance and support
Early Biological Attributions
1.
Early attempts at biological explanations for abnormal behavior were very
biased in favor of locating the cause of the problem within the individual
2.
The view of mental disorders as being diseases meant that they were
progressive and irreversible, and resistant to treatment or learning
3.
The early educational and humane model for assisting persons with mental
disorders returned to a custodial model during the early part of the 20th
century, meaning that attitudes towards those with mental disabilities were
once again hostile and negative. Many communities chose to prevent the
transmission of these mental diseases through sterilization and
institutionalization.
Early Psychological Attributions
1.
Psychological influences did not emerge until the early 1900s,
corresponding with the formulation of a taxonomy of illnesses (diagnostic
categorization system)
2.
Psychoanalytic theory linked mental disorders to childhood experiences;
for the first time the course of mental disorders was not viewed as
inevitable
3.
Behaviorism laid the foundation for studying conditioning and elimination
of childrens fears
Evolving Forms of Treatment
1.
Up until the late 1940s, most children with intellectual or mental disorders
were institutionalized
2.
Research in the mid 1940s by Rene Spitz revealed the very harmful impact
of institutional life on childrens physical and emotional development;
within the following 20-year period there was a rapid decline in
institutionalization and an increase in foster family and group home
placements
1.

B.

C.

D.

3.
E.

A.

B.

C.

In the 1950s and 1960s behavior therapy emerged as a systematic

approach to treatment of child and family disorders
Progressive Legislation
1.
In countries such as the U.S. and Canada, many laws have been enacted in
the past few decades to protect the rights of children with special needs
a. Individuals with Disabilities Act (IDEA): the US mandates that free
and appropriate education be provided for K-12 children with special
needs in the least restrictive environment
b. Each child must be assessed with culturally appropriate tests
c. Individualized Educational Plan (IEP): each child must have an IEP
tailored to his or her needs, and must be re-assessed
2.
In 2007, the United Nations General Assembly adopted a new convention
and treaty to enact laws and other measures to improve disability rights,
and abolish legislation, customs, and practices that discriminate against
persons with disabilities
1. What is Abnormal Behavior in Children and
Adolescents?
Defining Psychological Disorders
1.
Determining the boundaries between what is normal and abnormal is an
arbitrary process
2.
Psychological disorders have traditionally been defined as patterns of
behavioral, cognitive, emotional, or physical symptoms, which are
associated with distress and/or disability and/or increased risk for further
suffering or harm
3.
Due to childrens dependency on others, many childhood problems are
better depicted in terms of relationships, rather than problems contained
within the individual
4.
Labels describe behavior, not people; children have many other nonproblematic attributes that should not be overshadowed by global
descriptives
5.
Problems may be the result of childrens attempts to adapt to abnormal or
unusual circumstances
Competence
1.
The study of abnormal child psychology considers not only the degree of
maladaptive behavior, but also childrens competence (the ability to
successfully adapt in the environment)
2.
Successful adaption varies across culture and ethnicity
a. Traditions, beliefs, languages, and value systems need to be considered
when defining a childs competence
b. Some children and families face greater obstacles in adapting to their
environment (e.g. minorities who cope with racism, prejudice,
discrimination, oppression, and segregation)
3.
Knowledge of developmental tasks provides a backdrop for determining if
there are impairments in developmental progress
Developmental Pathways

1.

A.

B.

A.

Refers to the sequence and timing of particular behaviors, as well as the

possible relationships between behaviors over time
2.
Two examples of developmental pathways:
a.
Multifinality similar early experiences lead to different outcomes
b.
Equifinality different early experiences lead to a similar outcome
3.
With respect to abnormal child psychology, the following must be kept in
mind:
a.
There are many contributors to disordered outcomes in each child
b.
Contributors vary among children who have the disorder
c.
Children express features of their disturbances in different ways
d.
Pathways leading to particular disorders are numerous and
interactive
2. Risk and Resilience
Risk Factors
1.
Risk factors are variables that precede negative outcomes of interest, and
which increase the probability that the outcomes will occur
2.
Typically involves acute, stressful situations, as well as chronic adversity
3.
Known risk factors include community violence, parental divorce, chronic
poverty, care-giving deficits, parental mental illness, death of a parent,
community disasters, homelessness, family breakup, and perinatal stress,
especially in absence of compensatory resources
Protective Factors
1.
Protective factors are personal or situational variables that reduce the
chances for a child to develop a disorder
2.
Resiliency toward a stressful environment and ability to achieve positive
outcomes despite significant risk for psychopathology
3.
Associated with strong self-confidence, coping skills, ability to avoid risk
situations, and ability to fight off or recover from misfortune
4.
Resilience is not a universal, fixed attribute - it varies according to the
type of stress, its context, and similar factors
5.
The concept of resilience suggests that there is no certain pathway leading
to a particular outcome; there are protective factors (which reduce the
chances of developing a disorder) and vulnerability factors (which
increase the chances of developing a disorder) which must be considered
as well
3. The Significance of Mental Health Problems Among
Children and Youths
Mental Health Issues in Children and Adolescents
1. About 1 in 8 children have a mental health problem that significantly impairs
functioning and many others have emerging problems that place them at-risk
for the later development of a psychological disorder
2. The majority of children needing mental health services do not receive them
due to limited treatment dollars, poor understanding of mental disorders and
limited access to intervention
3. By the year 2020, behavioral health disorders will surpass all physical
diseases as a major cause of disability throughout the world

B.

A.

B.

C.

4. The demand for childrens mental health services is expected to double over
the next decade since the number of professionals in this area is not expected
to increase at the required rate
The Changing Picture of Childrens Mental Health
1.
In the past, children with various mental health and educational needs
were too often described in global terms, such as maladjusted
2.
Today, researchers are better able to distinguish among the various
disorders, which has given rise to increased and earlier recognition of
problems
3.
Today, the problems of younger children and teens are also better
acknowledged
4.
In the past, lack of resources and the low priority given to childrens
mental health issues meant that children did not receive appropriate
services in a timely manner. Today, this situation is reportedly changing,
with greater attention paid to empirically supported prevention and
treatment programs.
5.
Mental health problems remain unevenly distributed; those from
disadvantaged families and neighborhoods, those from abusive/neglectful
families, those receiving inadequate care, those born with very low birth
weight, and those born to parents with criminal or severe psychiatric
histories often have more mental health problems
4. What Affects Rates and Expression of Mental
Disorders? A Look at Some Key Factors
Poverty and Socioeconomic Disadvantage
1.
About 1 in 5 children in the United States and 1 in 7 in Canada live in
poverty and it is especially pronounced among Native American/First
Nations and African American children
2.
Poverty is associated with greater rates of learning impairments and
problems in school achievement, conduct problems, violence, chronic
illness, hyperactivity, and emotional disorders
3.
Poverty has a significant, but indirect, effect on childrens adjustment,
likely due to its association with other negative influences like poor
parenting and exposure to numerous daily life stressors
Sex Differences
1.
Sex differences appear negligible in children under the age of 3, but
increase with age
2.
Boys show higher rates of early onset disorders that involve neurodevelopmental impairment (e.g. autism, ADD, conduct and reading
problems) and girls show more emotional disorders with onset in
adolescence (e.g. depression and eating disorders)
3.
Types of childrearing environments also differ for boys and girls, in terms
of predicting their resilience to adversity
Race and Ethnicity
1.
Minority children in the U.S. are overrepresented in rates of some
disorders

2.

D.

E.

F.

G.

Once the effects of SES, gender, age, and referral status are controlled for,
very few differences in the rate of childrens psychological disorders
emerge in relation to race or ethnicity
3.
Significant barriers remain in access, quality and outcomes of care for
minority children; misunderstanding and misinterpreting behaviors of
minority groups have led to inappropriately placing minorities in the
criminal and juvenile system
3.
Minority children face multiple disadvantages, including marginalization
and poverty and which can result in a sense of alienation, loss of social
cohesion, and rejection of norms in the larger society
4.
Despite growing ethnic diversity in North America, ethnic representation
in research and ethnic-related issues are given little attention
Culture
1.
The values, beliefs, and practices that characterize an ethno-cultural group
contribute to the development and expression of childrens disorders
2.
Some underlying processes may be similar across diverse cultures and less
susceptible to cultural influences (e.g., those with strong neurobiological
bases)
3.
Still, social and cultural beliefs and values likely influence meaning given
to behaviors, the ways in which they are responded to, their forms of
expression, and their outcomes
Child Maltreatment and Non-Accidental Trauma
1.
There are over 1 million substantiated reports of maltreatment in the U.S.
each year (over 80,000 in Canada); it is estimated that more than one-third
of 10- to 16-year-olds experience physical and/or sexual abuse
2.
Many reports of accidental injuries to children may be the result of
unreported neglect/abuse by parents or siblings
3.
The adverse effects of maltreatment are particularly devastating with
regard to adjustment at school, with peers, and in future relationships
Special Issues Concerning Adolescents and Sexual Minority Youths
1.
Early- to mid-adolescence is an especially important transitional period for
healthy versus problematic adjustment
2.
Issues such as substance abuse, sexual behavior, violence, accidental
injuries, and mental health problems make adolescence a particularly
vulnerable period
3.
Sexual minority youth face many challenges that can affect their health
and well-being
a. Sexual minority youth are often victimized by their peers and
family members and can experience verbal and physical abuse
b. Given the prejudice that often exists in many parts of society
lesbian, gay, and bisexual (LGB) youth have higher rates of mental
health problems, including depression and suicidal behavior,
substance abuse and risky sexual behavior
Lifespan Implications

1.
2.

Unfortunately, about 20% of children (those with the most chronic and
serious disorders) will experience significant difficulties throughout their
lives
When provided with circumstances and opportunities that promote healthy
adaptation and competence, children can often overcome major
impediments

Learning Objectives:
1. To outline some of the critical issues in abnormal child psychology
2. To describe important features that distinguish most child and adolescent disorders
3. To identify key historical breakthroughs in abnormal child psychology
4. To consider how childrens mental health problems were addressed in the past and how
this view has changed over time
5. To define the term psychological disorder and discuss some of the implications of this
definition
6. To explain the purpose of defining psychological disorders
7. To consider some of the factors that influence a childs development and outcomes
8. To discuss the significance of childrens mental health today
9. To identify some of the key factors that affect rates and expression of childrens mental
disorders
10. To examine the main goals for studying psychological disorders in childhood
Key Terms and Concepts:

competence
developmental pathway
developmental tasks
equifinality
externalizing problems
internalizing problems
multifinality
nosologies
protective factor
psychological disorder
resilience
risk factor
stigma
7

Test Items:

1. Who may refer a child for treatment?

a. parents
b. teachers
c. pediatricians
d. all of the above
ANS: D
REF: p.3

DIF: Easy

COG: Factual

2. Many child and adolescent problems involve:

a. failure to demonstrate expected developmental progress
b. failure to thrive
c. failure to meet parental demands
d. failure to meet school/educational demands
ANS: A
REF: p.3
DIF: ModerateCOG: Factual
3. Most problematic behaviors shown by children are:
a. qualitatively different from normal behavior
b. shown to some degree by most children
c. caused by inadequate parenting
d. indistinguishable from one another
ANS: B
REF: p.3
DIF: Easy
COG: Factual
4. Interventions for children and adolescents are often intended to:
a. restore previous levels of functioning
b. eliminate distress
c. promote further development
d. eliminate distress and promote further development
ANS: D
REF: p.3
DIF: Easy
COG: Factual
5. In the 17th and 18th centuries, childrens disturbing behaviors were attributed to:
a. possession by the devil or other evil forces
b. poor parenting practices
c. chemical imbalances
d. low self-esteem
ANS: A
REF: p.3
DIF: Easy
COG: Factual
6. In the 17th and 18th centuries, acts of child maltreatment:
a. were illegal
b. were very uncommon
c. were practiced primarily among lower socioeconomic classes
d. were considered to be a parents right for educating or disciplining a child
ANS: D
REF: p.4
DIF: Easy
COG: Factual

7.

John Locke (1632-1704) advanced the belief that children were:

a. possessed by the devil
b. uncivilized
c. emotionally sensitive beings
d. young adults
ANS: C
REF: p.4
DIF: ModerateCOG: Factual
8. The work of Jean-Marc Itard (1775-1838) was notable because:
a. in contrast to the societal views of the time, his orientation toward children was one of
care and helping
b. he was the first documented individual to use behavioral techniques with children
c. he was a strong advocate for sending disturbed children to asylums
d. he initiated the Massachusetts Stubborn Child Act
ANS: A
REF: p.4
DIF: ModerateCOG: Applied
9. How did Jean-Marc Itard believe he could tame the wild boy of Aveyron?
a. exorcism
b. environmental stimulation
c. allow him to behave as he did in the wild
d. peer modeling
ANS: B
REF: p.5 (A Closer Look)
DIF: Easy
COG: Factual
10. Which method did Jean-Marc Itard use to tame the wild boy of Aveyron?
a. hot baths
b. electric shock
c. massages
d. all of the above
ANS: D
REF: p.5 (A Closer Look)
DIF: Easy
COG: Factual
11. At the end of the 19th century, children with mental retardation were regarded as:
a. suffering from "moral insanity"
b. imbeciles
c. lunatics
d. possessed by the devil
ANS: B
REF: p.4
DIF: Easy
COG: Factual
12. At the end of the 19th century, children with normal cognitive abilities but disturbing behavior
were thought to be:
a. suffering from moral insanity
b. imbeciles
c. diseased
d. possessed by the devil
ANS: A
REF: p.4
DIF: ModerateCOG: Factual

13. The first disorder unique to children and adolescents was:

a. masturbatory insanity
b. mental retardation
c. moral insanity
d. depression
ANS: A
REF: p.6 (A Closer Look)
DIF: ModerateCOG: Factual
14. During the early part of the 20th century, the biological disease model of mental problems led
to:
a. increased tolerance for individuals with mental disturbances
b. improved treatments
c. more controlled research methods
d. eugenics and segregation
ANS: D
REF: p.7
DIF: ModerateCOG: Factual
15. Freud was the first to link mental disorders to:
a. neurotransmitter imbalances
b. early childhood experiences
c. possession by evil spirits
d. classical conditioning
ANS: B
REF: p.7
DIF: Easy

COG: Factual

16. Freuds theory focused on:

a. single causes of behavior
b. multiple causes of behavior
c. diseases of the mind
d. neurological causes of behavior
ANS: B
REF: p.7
DIF: ModerateCOG: Factual
17. Efforts to classify psychiatric disorders into descriptive categories are called:
a. diagnostics
b. differential diagnoses
c. nosologies
d. none of these
ANS: C
REF: p.8
DIF: ModerateCOG: Factual
18. Who is referred to as the Father of Behaviorism?
a. Freud
b. Albert
c. Watson
d. Rayner
ANS: C
REF: p.8
DIF: Easy
COG: Factual

10

19. The development of __________ treatment can be traced back to the rise of behaviorism in
the early 1900s.
a. psychodynamic
b. research-based
c. diagnostic
d. all of the above
ANS: B
REF: p.8
DIF: ModerateCOG: Factual
20. In the first half of the 20th century, most children with mental disorders were:
a. institutionalized
b. treated with behavior therapy
c. treated with psychoanalysis
d. overlooked
ANS: A
REF: p.8
DIF: Easy
COG: Factual
21. The work of Rene Spitz:
a. led to the development of an organic model of mental illness
b. was the first documented attempt to help a special child
c. led to some of the first empirically supported behavioral techniques for eliminating
childrens fears
d. raised serious questions about the harmful impact of institutionalization of childrens
development
ANS: D
REF: p.8
DIF: ModerateCOG: Factual
22. During the 1950s and 1960s, ___________ emerged as a systematic approach to the
treatment of childhood disorders.
a. psychoanalysis
b. family therapy
c. behavior therapy
d. institutionalization
ANS: C
REF: p.8
DIF: ModerateCOG: Factual
23. The Individuals with Disabilities Education Act (IDEA); U.S. Public Law 101-476 mandates
a. free public education for children with special needs
b. the use of culturally-appropriate tests for assessing children
c. individual education programs (IEPs) for children identified as special needs
d. all of the above
ANS: D
REF: p.10
DIF: Easy
COG: Factual
24. What is the purpose of an Individualized Educational Plan (IEP)?
a.
to test the child using culturally appropriate tests
b.
to accurately diagnose a childs specific difficulties
c.
to tailor the childs school program to his or her needs
d.
to discuss the familys history
ANS: C
REF: p.10
DIF: ModerateCOG: Factual

11

25. The 2007 United Nations Treaty adopted a new convention to do what?
a. provide free and appropriate education to children with special needs
b. improve disability rights and abolish discrimination
c. provide psychotherapy services to children with special needs
d. improves test measures to diagnose children with special needs
ANS: B
REF: p.10
DIF: ModerateCOG: Factual
26. Psychological disorders are defined as patterns of behavioral, cognitive, emotional, or
physical symptoms, which are associated with:
a. distress
b. disability
c. increased risk for further suffering or harm
d. all of these
ANS: D
REF: p.11
DIF: Easy
COG: Factual
27. In contrast to adults, abnormality in children is often described in terms of:
a. relationships
b. distress
c. disability
d. increased risk
ANS: A
REF: p.11
DIF: ModerateCOG: Factual
28. Which would be an example of a common mistake in terms of labeling a child?
a. Ashley is a child with mental retardation
b. Karlee is a depressed child
c. Amber is a child with autism
d. Robyn is a small child
ANS: B
REF: p.12
DIF: ModerateCOG: Applied
29. Boundaries between abnormal versus normal functioning are:
a. scientifically defined
b. relatively arbitrary
c. well established
d. currently agreed upon
ANS: B
REF: p.12
DIF: ModerateCOG: Factual
30. This is the concept that various outcomes may stem from similar beginnings such as child
maltreatment.
a. trifinality
b. ethnic finality
c. equifinality
d. multifinality
ANS: D
REF: p.14
DIF: Easy
COG: Factual

12

31. Successful adaption to the environment varies across:

a. psychological theories
b. developmental stages
c. sex and gender
d. culture and ethnicity
ANS: D
REF: p.13
DIF: ModerateCOG: Factual
32. The ability to successfully adapt in the environment is referred to as:
a. competence
b. adjustment
c. resilience
d. coping
ANS: A
REF: p.13
DIF: Easy
COG: Factual
33. To determine a childs competencies, it is useful to have some knowledge of:
a. social psychological
b. animal behavior
c. adult dysfunctions
d. developmental tasks
ANS: D
REF: p.13
DIF: Easy
COG: Factual
34. Which of the following is NOT a developmental task of middle childhood?
a. academic achievement
b. getting along with peers
c. differentiation of self from environment
d. rule-governed conduct
ANS: C
REF: p.13 (Table 1.1)
DIF: ModerateCOG: Factual
35. Which of the following is NOT a developmental task of adolescence?
a. academic achievement
b. self-control and compliance
c. forming a cohesive sense of self-identity
d. involvement in extracurricular activities
ANS: B
REF: p.13 (Table 1.1)
DIF: ModerateCOG: Factual
36. Which of the following is NOT a developmental task of infancy?
a. attachment to caregiver
b. language
c. differentiation of self from environment
d. forming close friendships within and across gender
ANS: D
REF: p.13 (Table 1.1)
DIF: Easy
COG: Factual

13

37. Resiliency in boys would be best associated with households in which there are:
a. male role models, structure, encouragement of emotional expressiveness
b. female role models, structure, encouragement of emotional expressiveness
c. male role models and a combination of risk taking and independence
d. female role models and a combination of risk taking and independence
ANS: A
REF: p.16-17 DIF: ModerateCOG: Factual
38. Multifinality refers to the observation that:
a. different disorders may stem from similar causes
b. various outcomes may stem from similar beginnings
c. the same disorder may have different causes
d. developmental pathways may converge at the end
ANS: B
REF: p.14
DIF: ModerateCOG: Factual
39. Conduct disorder may arise from different developmental pathways, a concept known as:
a. equifinality
b. multifinality
c. developmental diversity
d. disordered beginnings
ANS: A
REF: p.14
DIF: Easy
COG: Factual
40. Which is an example of resiliency?
a. strong self confidence
b. coping skills
c. avoidance of risky situations
d. all of the above
ANS: D
REF: p.16
DIF: Easy

COG: Factual

41. What is a risk factor?

a. A variable that precedes a negative outcome of interest
b. A variable that increases the likelihood that a negative outcome will occur
c. Both a and b
d. None of the above
ANS: C
REF: p.15
DIF: Easy
COG: Factual
42. Which of the following is true with respect to resilience?
a. Resilience tends to be a fixed attribute.
b. Resilience may vary over time.
c. Resilience may very across situations.
d. Resilience may vary over time and across situations.
ANS: D
REF: p.16
DIF: ModerateCOG: Factual

14

43. By the year 2020 the demand for childrens mental health will:
a. double
b. decrease by 50%
c. remain the same as present day
d. slightly increase
ANS: A
REF: p.18
DIF: ModerateCOG: Factual
44. Which is an example of a risk factor increasing a childs vulnerability to psychopathology?
a. chronic poverty
b. ability to avoid dangerous situations
c. high intelligence
d. self-confidence
ANS: A
REF: p.15
DIF: Easy
COG: Factual
45. In the U.S. and Canada, children from ________racial/ethnic backgrounds have the highest
rates of poverty.
a. African American and Native American
b. Native American and Asian American
c. Asian American and Mexican American
d. African Americans and Mexican American
ANS: A
REF: p.19
DIF: ModerateCOG: Factual
46. Girls have higher rates of ________then boys.
a. reading problems
b. autism
c. depression
d. ADHD
ANS: C
REF: p.20
DIF: Easy
COG: Factual
47. Childhood poverty is a daily reality for about _______________ children in the United
States.
a. 1 in 4
b. 1 in 5
c. 1 in 7
d. 1 in 8
ANS: B
REF: p. 19
DIF: ModerateCOG: Factual
48. Which of the following statements about childrens mental health is false?
a. About one child in eight has a mental health problem that impairs their functioning.
b. Approximately 75% of children with mental health problems receive proper services.
c. Mental health problems of children and adolescents are a significant societal concern.
d. About one in ten children meets the criteria for a specific psychological disorder.
ANS: B
REF: p.19
DIF: ModerateCOG: Factual

15

49. Which of the following statements is untrue?

a. Childhood psychopathology is a relatively common occurrence.
b. Most childhood problems and disorders remit by the end of childhood.
c. Children today face greater stressors than they did in the past.
d. Young children and adolescents are particularly at risk for psychological problems.
ANS: B
REF: p.18
DIF: ModerateCOG: Factual
50. Which children are disproportionately afflicted with mental health problems?
a. those born with very low birth weight due to maternal smoking
b. those born to parents with criminal histories
c. those receiving inadequate child care
d. all of the above
ANS: D
REF: p.18
DIF: Easy
COG: Factual
51. Children from poor and disadvantaged families demonstrate significantly more_____ than
children who are not poor.
a. school problems
b. hyperactivity
c. chronic illness
d. all of the above
ANS: D
REF: p.19
DIF: Easy
COG: Factual
52. Which statement is true regarding sexual minority youth?
a. They have a higher rate of using mental health services
b. They often experience verbal and physical abuse
c. They have less academic problems
d. They have more peer relationships
ANS: B
REF: p.22-23 DIF: ModerateCOG: Factual
53. Which statement is true about sex differences and mental health problems in children?
a. Anxiety disorders are more common in boys than girls.
b. Sex differences in problem behaviors show up by early infancy.
c. Boys show greater difficulties than girls starting in early adolescence.
d. Boys externalizing problems start out higher than girls in the preschool years.
ANS: D
REF: p.20
DIF: ModerateCOG: Factual
54. Which statement is true about ethnicity and mental health problems in children?
a. Minority children in the U.S. are overrepresented in rates of some disorders.
b. Even with other factors controlled for (e.g., sex, age), differences emerge in relation to
race.
c. Minority children and youth do not face any more disadvantages in life than other
children.
d. Ethnic representation in research studies has received a great deal of attention in studies
of child psychopathology.
ANS: A
REF: p.21
DIF: ModerateCOG: Factual

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55. Verified reports of child abuse and neglect number over _______ in the U.S.
a. 100,000
b. 200,000
c. 500,000
d. 1,000,000
ANS: D
REF: p.22
DIF: Easy
COG: Factual
56. Phone surveys suggest that about ________ of 10- to 16-year-olds experience physical and/or
sexual abuse.
a. 1/10
b. 1/4
c. 1/3
d. 1/2
ANS: C
REF: p.21
DIF: ModerateCOG: Factual
57. Phone surveys suggest that about ________ of 12- to 17-year-olds met criteria for either
posttraumatic stress disorder, major depressive episode, or substance abuse/dependence.
a. 1-5%
b. 5-9%
c. 16-19%
d. 20-35%
ANS: C
REF: p.22
DIF: ModerateCOG: Factual
58. Which issues make adolescence a particularly vulnerable period?
a. risky sexual behavior
b. accidental injuries
c. substance use
d. all of the above
ANS: D
REF: p.22
DIF: Easy
COG: Factual
59. Which is true about children with the most chronic and serious disorders?
a. they are more likely to finish school because of all the help they receive
b. they face sizable difficulties throughout their lives
c. they are less likely to have social problems
d. they are less likely to have psychiatric disorders as adults
ANS: B
REF: p.23
DIF: Easy
COG: Factual
60. What might be a lifelong consequence associated with child psychopathology?
a. increased demands on health and education systems
b. increase in productivity
c. less need for repeated interventions
d. decreased demands on criminal justice systems
ANS: A
REF: p.23
DIF: Easy
COG: Factual

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Short Answer/Essay Questions:

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.

How has the societal view of children changed throughout history and who were some of
the major historical figures responsible for these changes?
What characteristics of a child place him or her at risk for developing a psychological
disorder?
In regards to legislation pertaining to children with special needs and education, what is
IDEA and what does it mandate?
What is an IEP and what is its purpose?
What is the goal of the Treaty that the United Nations General Assembly adopted in 2007
regarding persons with disabilities?
What features distinguish most child and adolescent disorders from adult disorders?
In what ways can low income and/or poverty affect childrens development?
Define the concept of competence. How may competence be assessed?
Distinguish between the concepts of multifinality and equifinality.
Distinguish between risk and resilience.
What are some of the key factors affecting rates and expression of mental disorders?
What are some of the findings regarding sex differences in childrens mental health
problems?
What child rearing environment predicts the best resiliency for boys, and which predicts
the best for girls?
Discuss the influence of race and ethnicity in the development of psychological disorders.
Discuss the difficulties sexual minority youth experience in society and which mental
health disorders they are most at risk for developing.

Questions and Issues for Discussion:

1.
2.
3.
4.

5.

6.
7.

One of the elements of mental disorders is that they are maladaptive. How well does this
element "fit" with childhood disorders? What are some instances when problematic
behavior may be the result of attempts to adapt to abnormal or unusual circumstances?
Should we be diagnosing children with psychological disorders? What are some of the
advantages and disadvantages of diagnosing children?
What are some reasons that children may be under diagnosed? Outline some of the major
child factors, parent/teacher factors, and societal factors.
Many people have personal beliefs about what influences thinking and behavior. Have
students discuss their beliefs about what underlies psychological problems, particularly
psychological problems in children. What do they believe is necessary for healthy
adjustment?
The authors claim that many childhood problems are better depicted in terms of
relationships, rather than problems contained within the individual. What are the
students reactions to this claim? (It may be interesting to re-ask this question near the
end of the course to see if students have a change in opinion).
What are some of the difficulties in defining psychological disorders? What are some of
the advantages of doing so?
The ways in which we describe behavior has implications for the child being described.
How can we describe behavior in a sensitive and non-stigmatizing manner?

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8.
9.

10.

It is possible for the same event or condition to function as both a protective and a
vulnerability factor depending on the context of the situation. Discuss some instances in
which one event could act as both a protective and a vulnerability factor.
Given that IDEA mandates that children with special needs be placed in the least
restrictive environment, should special education classrooms exist at all, or should all
students be placed in regular education classrooms with appropriate supports for children
who need it? What are the implications of both?
Childrens competence and their ability to adapt to the environment always need to be
considered when assessing maladaptive behaviors. Discuss how culture, ethnicity, and
SES can significantly impact how we define a childs competency.

Website Suggestions:
http://www.aboutourkids.org/ Provides perhaps the very best overview of childhood disorders
and related matters. Includes warning signs, facts and information, overviews of treatment
approaches, research, current news, a special series of article and manuals for parents, teachers,
and professionals, and much more. Prepared by the New York University Child Study Center.
http://www.aacap.org/ Webpage for the American Academy of Child and Adolescent
Psychiatry. Includes facts, links to resources, press releases, publications, research, and more.
This site is intended to assist parents and families in understanding mental disorders and
problems affecting children and adolescents, but there is also a lot of information that would be
of interest to students and professionals, including information about training, job opportunities,
and research publications.
http://www.apa.org/ Homepage for the American Psychological Association. Provides a
variety of psychology-related information geared toward psychologists, the public, and students.
http://www.childrensdefense.org/ A non-profit organization whose mission is to leave no
child behind and provide children with a healthy, fair, safe, and moral start in life. The
organization advocates for the needs of poor children, minority children, and children with
disabilities.
http://www.ffcmh.org/ The Federation of Families for Childrens Mental Illness. A parent-run
organization with links to various publications and other relevant websites (including advocacy
organizations, federal agencies, information clearinghouses, professional organizations, and
research).
http://jamesdauntchandler.tripod.com/ Pediatric psychiatric pamphlets compiled from
textbooks, journals, and clinical experience by Dr. Jim Chandler of Nova Scotia. Includes
interesting case histories. Easy to navigate.
http://mentalhealth.samhsa.gov/ An award-winning site provided by the Center for Mental
Health Services. Information is intended to suit a wide range of people, including users of

19

mental health services and their families, the general public, policy makers, and mental health
services providers.
http://www.pacer.org/ The mission of the PACER Center is to expand opportunities and
enhance the quality of life of children and young adults with disabilities and their families, based
on the concept of parents helping parents. The website includes links to other resources and
relevant publications.
http://psychcentral.com/ Fantastic site with a great deal of information about mental health.
Includes articles and essays, book reviews, live chats, discussion forums, and great links to
mental health resources.
Video Suggestions:

Lifes First Feelings (production year unavailable). PBS Boston (WGBH Boston Video). (60
minutes; $19.95 purchase price)
Looks at early emotional development and presents examples of ground breaking clinical
work and research by such investigators as Tronick, Izard, Campos, Lewis, Kagan, RadtkeYarrow, Greenspan, in addressing such topics as social referencing, universal emotional
expressions, emotion dysregulation, shyness and inhibition, and early intervention. Excellent
overview of issues and methods used in studying developmental psychopathology during the
early years.
Behavior Disorders of Childhood (1992). Alvin H. Perlmutter Inc. in association with Toby
Levine Communications, distributed by Magic Lantern Communication
(http://www.filmo.com/mlc.htm). (60 minutes; $129 purchase price)
Almost all parents worry whether or not their child's behavior is normal. This program
visits families of youngsters with attention deficit hyperactivity disorder, conduct disorder,
separation anxiety disorder, and autism. In addition, experts in child development and
psychology discuss how to differentiate abnormal behavior from developmental stages.
Child Development (1997). Films for the Humanities and Sciences. (60 minutes; $159 purchase
price)
This program examines a range of the major subjects categorized under the rubric of
child development, with one- to five-minute segments per subject. Topics covered include:
Genetic Counseling and Prenatal Testing, Fetal Alcohol Syndrome, Prepared Childbirth, Reflexes
of Newborns, Learning in Infants, Temperament, Physical Abuse of Children, Learning
Disabilities, Sexual Abuse of Children, and Teen Suicide.
Kids in Crisis (production year unavailable). International Film Bureau, Inc. (59 minutes; $125
purchase price)
Examines escalating incidence of mental illness among teens. Contains candid
interviews with kids, parents, etc., and looks at care available at psychiatric hospitals.
Family in Crisis (production year unavailable). Films for the Humanities and Sciences. (28
minutes; $89.95 purchase price)

20

This specially adapted Phil Donahue program centers on the plight of poor children
growing-up in single-parent households. Senator Daniel Patrick Moynahan (NY) and Dr. Joyce
Ladner, Howard University sociologist, examine the problems of children who are growing up
without fathers and the cycle of poverty that especially affects minority families.
The Impact of Violence on Children (1995). Films for the Humanities and Sciences. (28
minutes, $89.95 purchase price)
A video examining the sources of violence that affect children, including school, home,
and the streets.
Family Violence: Breaking the Chain (production year unavailable). Films for the Humanities
and Sciences. (25 minutes, $149.95 purchase price)
Describes the effects of family violence on those who are abused, as well as the abusers
themselves. Discusses breaking the pattern of violence in relationships and considers breaking
the cycle of inter-generational violence.
Raising Non-Violent Children in Violent Times (2000). Films for the Humanities and Sciences.
(18 minutes, $89.95 purchase price)
Examines the reasons why adolescents become violent and offers parenting strategies that
may be used to counteract violent behavior early in a childs development. Risk factors are
discussed by experts in the field, and adolescents describe how violence has affected their lives.

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