page 1 © rosaleen mcelvaney, phd models of development and menatl health 2009 models of development...

© Rosaleen McElvaney, PhD

Models of Development and Menatl Health 2009

Models of Development and Mental Health

Lecture 1: Introduction & Overview



Models of Development and Mental Health

• 9 lectures

• Essay

• Independent Study

• Examination Paper (Answer one of three)



Learning Outcomes

• Understand mental health difficulties across the lifespan from the perspective of typical and atypical pathways of development

• Have a basic knowledge of factors influencing the development of psychological difficulties – risk & protective factors, resilience, vulnerability

• Familiarity with Anxiety, Depression, Autistic Spectrum Disorders and Attention Deficit Hyperactivity Disorders, their emergence, maintenance and intervention



Learning Outcomes contd.

• Have an introductory knowledge of the conceptual underpinnings of a range of psychological modes of intervention

• Be introduced to a clinician’s work• Have a basic understanding of the structures of

the Public Health Service and how to access services for those with mental health difficulties



Course Outline

1. Overview –Developmental perspectives on mental health2. Risk & Resilience3. Autistic Spectrum Disorders & the Behavioural Model 4. Anxiety and the Cognitive Model 5. Attention Deficit Hyperactivity Disorder and the Family

Therapy Model 6. Depression and the Object Relations Model7. Clinician’s perspectives – working with children8. Clinician’s perspectives – working with adolescents9. Overview of Services



Models of how mental health difficulties emerge

• Behavioural Model• Cognitive Models• Psychoanalytic Models• Family Systems Models• Other Models– Humanistic Models (Rogerian, Gestalt)



Behaviourism

• Emphasis on observable behaviour

• Learning principles account for behaviour in humans and animals– Classical conditioning– Operant conditioning– Imitation

• Social Learning Theory (Bandura, 1986)



Cognitive Therapy Models

• Beck’s Theory of Depression– Thoughts Feelings Behaviour

• Extension of Behaviour Theory – CBT

• Rational Emotive Therapy (RET)

• Cognitive Analytic Therapy (CAT)



Object Relations Model

• Origins in Classical Psychoanalysis & Freud

– The Unconscious & Defense mechanisms

• Melanie Klein • Focus on early development, ‘positions’ as

developmental phases, primitive early defense mechanisms

• Donald Winnicott• ‘good enough parent’



Family Systems Model

• Structural Family Therapy – Salvador Minuchin (et al.1974, 1996)– Subsystems– Boundaries– Enmeshed relationships– Parentalised child



Humanistic Models

• Rogers & Maslow – ‘client-centered’

• Process Oriented Psychology

• Gestalt (Perls, Hefferline & Goodman, 1951)

• Bodywork – Bioenergetics (Lowen, 1969)



Models & Mental Health

• Models vary in their relative contribution to our understanding of mental health – theory & research: development, maintenance, intervention

• Research Methods used to investigate effectiveness• Mental Health Difficulties – spectrum from typical

to atypical• Autistic Spectrum Disorders, Anxiety, ADHD &

Depression



Developmental Perspective

• Application of developmental principles to understanding of mental health – development, maintenance, intervention

• Developmental Psychopathology

• Life-span perspective

• Schools of Psychotherapy



Influences on development (Dumas & Nilsen, 2003)

• Hereditary variables• Neurophysiological

variables• Family/peer variables• Historical influences,

early experiences

• Environmental variables

• Psychological variables

• Social/cultural variables

• Current influences and experiences



Elements of Developmental Psychopathology (Wenar & Kenig, 1995)

• Developmental pathways• Equifinality – pathways same outcome • Multifinality – risk developmental

outcomes• Multideterminism – no single cause• Continuity/discontinuity continuum• Risk & protective factors & mechanisms



Elements of Developmental Psychopathology(contd)

• Transactional approach: Both parent and child influence each other’s motivations, actions and interactions, leading to either negative or positive outcomes

• Developmental Psychopathology perceives psychopathology not as something the person ‘has’ but rather as the result of a series of successive adaptations to the environment (Sroufe, 1997)



Sources

• 3 Core areas of study for the course• Risk & Resilience – Developmental

Psychology & Developmental Psychopathology literature

• Models – Clinical Psychology & Psychotherapy literature

• Mental Health difficulties – Developmental Psychopathology & Clinical Psychology literature

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