Neurodevelopmental Disorders Through a Different Prism: How Abnormal Psychology Expands Our Understanding

Andri Pestry^*
*Correspondence: Andri Pestry, Department of Psychiatry and Psychology, University of Medicine and Pharmacy ‘Carol Davila’, 020021 Bucharest, Romania, Email:

Introduction

Neurodevelopmental disorders have long been a subject of intense scientific scrutiny and clinical concern. These conditions, which manifest early in development and impact an individual's cognitive, social, and emotional, functioning, have traditionally been studied through the lens of developmental psychology and neuroscience. However, this article proposes a fresh perspective by examining neurodevelopmental disorders through the prism of abnormal psychology. By integrating insights from abnormal psychology, we can gain a richer and more comprehensive understanding of these complex disorders. This article explores how this alternative approach enhances our comprehension of neurodevelopmental disorders and the potential implications for diagnosis, treatment, and support [1].

Description

Neurodevelopmental disorders are a group of conditions characterized by atypical brain development that affects various aspects of an individual's functioning, including cognition, social interaction, and emotional regulation. These disorders, which typically emerge early in life, pose significant challenges for affected individuals and their families. Traditional approaches to studying and understanding neurodevelopmental disorders have primarily focused on developmental psychology and neuroscience. However, this article aims to broaden our perspective by exploring how abnormal psychology can contribute valuable insights to our comprehension of these complex conditions [2].

Abnormal psychology is the branch of psychology that investigates unusual patterns of behavior, emotion, and thought processes. It is concerned with understanding and classifying abnormal behavior, as well as developing strategies for assessment, diagnosis, and treatment. By applying the principles and methods of abnormal psychology to the study of neurodevelopmental disorders, we can shed new light on these conditions, potentially leading to more effective interventions and support. Before delving into the intersection of neurodevelopmental disorders and abnormal psychology, it is essential to understand the key features of these conditions. Neurodevelopmental disorders encompass a range of conditions, including but not limited to Autism Spectrum Disorder (ASD), Attention-Deficit/Hyperactivity Disorder (ADHD), specific learning disorders, and intellectual disabilities. Each of these disorders is characterized by distinct symptoms and challenges, but they share commonalities in terms of their impact on cognitive, social, and emotional functioning.

One of the hallmark features of neurodevelopmental disorders is their effect on cognitive functioning. Individuals with these conditions often exhibit cognitive impairments that can vary in severity. For example, individuals with specific learning disorders may struggle with reading, writing, or mathematics, while those with intellectual disabilities may have limitations in intellectual functioning and adaptive behavior. Social difficulties are another prominent aspect of neurodevelopmental disorders. Children with autism spectrum disorder, for instance, often struggle with social communication and interaction, finding it challenging to establish and maintain relationships. These social impairments can lead to feelings of isolation and hinder their ability to navigate social situations effectively [3].

Historically, the study of neurodevelopmental disorders has been rooted in developmental psychology and neuroscience. Developmental psychology focuses on understanding the typical processes of human development from infancy through adolescence and beyond. This perspective has provided valuable insights into how neurodevelopmental disorders deviate from normative developmental trajectories. Neuroscience, on the other hand, investigates the underlying neural mechanisms and brain structures associated with these disorders. Advances in brain imaging techniques have enabled researchers to identify structural and functional differences in the brains of individuals with neurodevelopmental disorders, further deepening our understanding of these conditions. While these traditional approaches have yielded essential findings, they have some limitations. Developmental psychology tends to emphasize the "normal" developmental milestones, potentially overlooking the richness and diversity of individual experiences. Neuroscience, while invaluable for uncovering brain-based correlates, may not always capture the complex interplay of psychological, environmental, and social factors that contribute to neurodevelopmental disorders [4,5].

Conclusion

Developmental psychology and neuroscience have provided valuable insights into the cognitive differences associated with ASD, such as challenges in theory of mind and executive functioning. While these findings are crucial, they may not fully capture the cognitive strengths and idiosyncrasies exhibited by individuals with ASD. Abnormal psychology allows us to explore the cognitive profiles of individuals with ASD in a more nuanced way. It recognizes that some individuals with ASD may have exceptional skills or talents, such as intense focus and attention to detail. By acknowledging these cognitive strengths, we can better support individuals with ASD in educational and vocational settings. Abnormal psychology's emphasis on understanding and destigmatizing "abnormal" behaviours and experiences can have a profound impact on individuals with neurodevelopmental disorders. By reframing these conditions as variations within the spectrum of human diversity, it can reduce stigma and empower individuals to embrace their unique identities and abilities.

Acknowledgement

None.

Conflict of Interest

There are no conflicts of interest by author.

References

1. Gebauer, Jochen E., Wiebke Bleidorn, Samuel D. Gosling and Peter J. Rentfrow, et al. "Cross-cultural variations in big five relationships with religiosity: A sociocultural motives perspective." J Pers Soc Psychol 107 (2014): 1064.

Google Scholar, Crossref, Indexed at

2. Gelfand, Michele J., Jana L. Raver, Lisa Nishii and Lisa M. Leslie, et al. "Differences between tight and loose cultures: A 33-nation study." Sci 332 (2011): 1100-1104.

Google Scholar, Crossref, Indexed at

3. Harrington, Jesse R. and Michele J. Gelfand. "Tightness-looseness across the 50 united states." Proc Natl Acad Sci 111 (2014): 7990-7995.

Google Scholar, Crossref, Indexed at

4. Gelfand, Michele J., Joshua Conrad Jackson, Xinyue Pan and Dana Nau, et al. "The relationship between cultural tightness-looseness and COVID-19 cases and deaths: A global analysis." Lancet Planet Health 5 (2021): e135-e144.

Google Scholar, Crossref, Indexed at

5. Berzonsky, Michael D., Bart Soenens, Koen Luyckx and Ilse Smits, et al. "Development and validation of the revised Identity Style Inventory (ISI-5): Factor structure, reliability, and validity." Psychol Assess 25 (2013): 893.

Google Scholar, Crossref, Indexed at