Mental disorders that begin in childhood affect the lifespan
development of that person. However, several
mood and personality disorders take on the symptoms associated with psychosis
and profoundly affect any normal functioning.
Although difficult to diagnose in childhood most disorders present with
the same features as in later life; however, some although biologically primed
in childhood may not fully manifest until later in life (Hansell & Damour,
2008). Therefore, it is important to
look at the biological, emotional, cognitive, and behavioral components of
these disorders, namely, schizophrenia, psychosis, and the lifespan development
disorders.
Schizophrenia
Biological Components
The biological components of schizophrenia are broken into
to causes: proximal and distal (Hansell & Damour, 2008). Proximal causes include brain function,
structure, and neuropsychological, neurophysiological abnormalities. With proximal causes a decrease in prefrontal
cortex activity is associated with the negative symptoms of schizophrenia
(e.g., lack of emotion, speech, or motivation).
In addition to decreased prefrontal cortex activity abnormal
neurotransmitter systems are also of particular study as researchers have found
that some antipsychotic treatments “appear to eliminate delusions and hallucinations
in psychotic patients” (Hansell & Damour, 2008, p. 474).
Genetic, environmental, and fetal injury factors focus on
the distal causes of schizophrenia; for example some neurodevelopmental
abnormalities (e.g., schizotaxia) occur early in life but do not manifest into
symptoms until later in life.
Emotional Components
A number of psychodynamic theorists from the 1940s, 50s, and
60s, specifically Fromm-Reichmann, originally suggested psychological origins
of schizophrenia and that it “can be caused by mothers who were alternately or
simultaneously cold, overprotective, and demanding” (Hansell & Damour,
2008, p. 495). However, since that time
psychodynamic theorists have begun to identify with the principle of multiple
causality, in that schizophrenia is a combination of biological, behavioral,
cognitive, and emotional factors.
Cognitive Components
Impaired sensory gating is one of several cognitive theories
that focus on dopaminergic abnormalities leading to the inability to cope with
stress possibly leading to psychotic symptoms (Hansell & Damour,
2008). In addition to overattention, whereby individuals cannot
block out irrelevant stimuli, underattention
leads to “withdrawal and apathy” (Cadenhead & Braff, 1999; Dawson, et. al.,
2000; Moser, et. al., 2000; as restated by Hansell & Damour, 2008)
Behavioral Components
Learning takes on a key role according to behavioral
theorists’. Not that schizophrenia is
caused by conditioning but that specific behaviors are reinforced through the
principles of operant conditioning, thus behaviorists’ argue that
reinforcement-based interventions (e.g., token economy) can be helpful to
increase appropriate behaviors, thereby decreasing inappropriate ones.
Psychosis
Biological Components
Referred to as a psychotic disorder organic causes of
psychosis can include neurological, metabolic, and endocrine conditions, renal
failure, electrolyte imbalance, or autoimmune disorders (Ford-Martin, 2002). Psychosis also can be brought on as a
complication of recreational drugs (e.g., PCP, cocaine, marijuana, or alcohol)
or as a reaction during use or withdrawal of these or other prescription
medications.
Emotional Components
Stress is considered to be one of the leading factors to
brief psychotic disorders. Death of a
family member, natural disasters, or other major life-changing events compounds
one’s ability to express effectively his or her fear and sadness about the
event, thus creating the delusion as a coping mechanism.
Cognitive Components
Neuropsychological impairments affect every individual who
experiences psychotic episodes; however, it is not known to what extent only
that it is worse for those who suffer from schizophrenia. Regardless, negative cognitive triad plays a
role in maintaining psychotic symptoms.
Therefore, psychodynamic interventions can have a positive effect by
helping individuals to express their fears, hopes, and conflicts to improve
personal adjustment and increase ongoing treatment, as indicated by Hansell and
Damour (2008).
Behavioral Components
Substance abuse is one of the risky behaviors known to
initiate the onset of psychosis. However,
it is also one of the only disorders that people intentionally initiate for its
hallucinogenic properties. However,
depending on the specific behaviors and family systems, most individuals who
experience psychosis can reconnect with the outside world.
Lifespan Development
Disorders
Biological Components
Although the exact causes of pervasive developmental
disorders (mental retardation, learning disorders, and autism) are unknown,
experts continue to look at the genetic components: genetic makeup and
observable characteristics. However,
there is a positive correlation between pregnancy and birth complications
associated with the mental retardation and autistic disorders. With attention deficit and disruptive
behavior disorder (ADD/ADHD) “parents are 2 to 7.5 times more likely to have
ADHD themselves than parents of children without ADHD” (Faraone &
Biederman, 2004; as restated by Hansell & Damour, 2008, p. 522). Thus it is easy to identify the perpetuating
genetic attributes of adult phobic anxieties that manifest in children as
separation anxiety.
Emotional Components
Emotional Components
Children are very sensitive to their socioeconomic status
and develop mentally based on the level of interaction between the parent and
the child and the academic stimulation he or she receives. The level of emotional support the child and
normalization a child has aims to promote normal functioning. Fear and anxiety during childhood is normal;
however, if a child is not allowed or cannot express his or her emotions it can
turn quickly to depression.
Cognitive and
Behavioral Components
The fear and anxiety of depression often perpetuates
learning and attentional disorders in children can be exhibited through
symptoms of anger, withdrawal, inattention, hyperactivity, clinginess,
etc. At times a child’s projection can
make it difficult to identify the exact purpose for his or her exhibited
behaviors. With cognitive-behavioral
interventions children learn based on his or her capability to think more
positively and are rewarded for appropriate behavior aimed at reducing his or
her anxiety.
Conclusion
As can be seen by searching the components of schizophrenia,
psychosis, and lifespan development disorders the pervasiveness of these
disorders is multi-causal with biological, emotional, cognitive, and emotional
aspects. It is also through these
multi-causal relationships that effective forms of treatment can be applied to
these profound disorders.
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