SPECTRAL UNDERSTANDING OF DEVELOPMENTAL PSYCHOPATHOLOGY IN CHILDHOOD: DSM-5 AND ICD-11 CONTEXTS

Abstract

The article presents a theoretical and methodological analysis of studies on the development of childhood psychopathology based on international research and contemporary classification systems, DSM-5 and ICD-11. The diversity of international approaches to the mental development of children and the continuous nature of the norm–pathology relationship are emphasized. Special attention is paid to the spectral approach, which allows differentiating variations of the norm, transient difficulties, and stable risk patterns, as well as summarizing existing approaches without introducing new terms. The results of current empirical studies confirming the general factor of psychopathology are summarized. It is shown that developmental psychopathology views mental difficulties not as fixed diagnostic states but as dynamic processes determined by the interaction of biological, psychological, and social factors. Risk factors in early childhood, family environment, and parental functioning influencing the formation of different developmental trajectories are analyzed. A comparative analysis of specific DSM-5 and ICD-11 domains is carried out, revealing similarities and differences in the assessment of psychopathological manifestations in children, highlighting their conceptual convergence and divergence, which is important for interpreting the boundaries of norm and pathology. The integration of categorical diagnostic systems with developmental and spectral assessment models is justified, reducing the risk of overpathologization and improving the quality of psychological and psychiatric evaluations. Special attention is given to the aspects of integrating international experience into Ukrainian practice, which may be useful for psychologists, psychiatrists, and specialists in inclusive resource centers, particularly in the context of educational work and early intervention planning. The review demonstrates how the systematization of international data contributes to forming a comprehensive understanding of the spectrum of childhood psychopathology, providing a flexible and differentiated approach to assessing mental development and professional practice. The practical significance of the article lies in applying a developmentally oriented approach in the work of specialists in psychological, psychiatric, and educational fields, including inclusive support for children.