Читать книгу Developmental Psychopathology - Группа авторов - Страница 34

The common, unifying principle of developmental psychopathology is the integration of understanding “normal” and “abnormal” behavior, traits, and processes. Developmental psychopathology models highlight that all phenomena occur along a continuum of normal developmental processes and pathways. Psychopathology is judged in relation to what is “normal” in a given time and society for a person of a specific gender or age (Masten, 2006). Developmental psychopathologists look at developmental processes and how they function by looking at the extremes, which may indicate psychopathology. The level of psychopathology an individual exhibits may change over time and at one point in the lifespan it may be classified as a mental disorder whereas at another point it would not be. It is also common for individuals to move between pathological and nonpathological forms of functioning (Cicchetti, 1993). Therefore, manifestations of psychopathology may be non‐linear or transient.

Let us consider examples of psychopathology defined as abnormal functioning or symptoms outside of a normative range. For example, think about when you were in high school: it might be considered “normal” to feel sad some days, get upset, and want to sleep in late. However, if someone was staying in bed for two weeks at a time to sleep, feeling sad or depressed most of the time, and not having fun with activities they used to enjoy, that could indicate “abnormal” functioning, such as signs of a depressive disorder. Developmental psychopathology allows us to compare and measure psychopathology across a continuum of normal to abnormal.

Other examples of the interplay between normal and abnormal may include individuals who fail to meet developmental expectations due to psychopathology. Across the lifespan, there are established developmental milestones, or indicators for how an individual has adapted and is functioning in their environmental context. At different stages of development, there are expected milestones and behaviors that are considered normal or abnormal for that stage.

Think about a toddler: they are learning to feed themselves, walk independently, regulate their own emotions or needs, and form attachments to their caregiver. If a toddler were to be separated from their caregiver, it would be considered normal for them to cry and become upset. However, if an eight‐year‐old demonstrates similar behavior, such as throwing a tantrum, screaming, and crying every time they are separated from their parent, this would be considered abnormal, and potentially indicative of psychopathology. Thus, understanding variation in normal/abnormal behaviors across development may improve understanding of those at risk for mental health problems.