Attachment, Emotional Well-being and the Developing Brain Presentation
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Transcript of Attachment, Emotional Well-being and the Developing Brain Presentation
Attachment, Emotional Well-being and the Developing Brain
Louise Gilbert 26 November 2013 [email protected]
Course Lead: Dr. Janet Rose
Turn to your neighbour…
• tell them your name and a little about your working life
• What inspired you to want to take this module? • ‘1 worry and 2hopes’ you have about
starting/taking the module
26 November 2013 Masters BSU
This session will focus on:
• Brain development - experience, environment & genetics
• Trauma – Physical, Social, Psychological
• Factors that can influence the attachment process and relationships.
Political Influence
Economic
Policy
Hea
lthP
olic
y
WelfarePolicy
SocialPolicyTechnology
Natio
nal
Wea
lth
Political
Stability
Community Facilities
Physica
l
Environment
Employm
ent
Opportunities
Housing
Cultural
Identity
Biological Microsystem
BehaviouralMicrosystem
PsychosocialMicrosystem
LeisureWork
Lifestylecultural
GeneticsPhysiological Process
Health StatusAge Relationships
Social Support
Temperament
Mesosystem: Immediate Environment
Exosystem: Local Environment
Macrosystem: National Environment
Chronosystem: Changes through time
Action
Reaction
Interaction
The Approach - the Assumptions
26 November 2013 Masters BSU
What informs understanding of mental health & well -being?
• Neuroscientific evidence
• The Physiology of the physicality
• Social Constructivism26 November 2013 Masters BSU
Why bother?National Institute for Health and Clinical Excellence (NICE) Public health guidance 40, 2012Guidance for social and emotional well-being for LA’s, NHS, community, voluntary & private sectors
Allen Report, 2011The significance of social and emotional intelligence
Marmot Review, 2010The significance of nurturant environments
Field Report, 2010The significance of responsive relationships
Confident Communities/Brighter Futures, 2010 Life course approach which include positive social relationships
Research informing Government Policy: Critical Factors in Early Years
Click on the ‘evidence’ box in the section ‘what research tells us’
http://www.education.gov.uk/childrenandyoungpeople/earlylearningandchildcare/early/b0077836/introduction
Three approaches to mental health and well-being
• Prevention and health Promotion
• Early intervention
• Targeted support services around the child and family
26 November 2013 Masters BSU
What’s today all about?
Clip: Shonkoff 4.00min
http://www.youtube.com/watch?v=tLiP4b-TPCA26 November 2013 Masters BSU
The Anatomy, Physiology and biochemistry of our Brains
26 November 2013 Masters BSU
Brain GameWhich way?clip•http://www.youtube.com/watch?v=iZMJeQ4yPPk&feature=related
Solution:clip•http://www.youtube.com/watch?v=9CEr2GfGilw&feature=related
26 November 2013 Masters BSU
Exploring the brain through…• Dissection, experimentation & observation
of behaviour:• Imaging including:• fMRI- Functional magnetic resonance imaging
• CT- Computed tomography
• PET- Positron Emission Tomography
• EEG- Electroencephalography • MEG- Magnetoencephalography • NRIS- Near infrared spectroscopy Great free resource:http://www.wellcome.ac.uk/Education-resources/Education-and-learning/Big-Picture/All-issues/Inside-the-brain/index.htm
26 November 2013 Masters BSU
Brain FactsYou are born with 100
billion brain cells, neurons, but these are largely unconnected and not networked
Synapses are produced at the rate of 1.8 million per second between 2 months and
2 years! Each neuron forms about 1,500 synapses
You have more than 2 million miles of neuronal fibres
By the age of 2 a child has as many synapses as an adult but this has doubled by the age of 3
By late adolescence half the synapses in the brain have
been discarded
Stress induced neurochemicals lead to
cell death in a tender brainNeglect may cause unused regions to atrophy - apopsis
When signal transmission reaches a certain threshold the synapses
involved become exempt from future elimination
Myelination begins in the brain stem and cortex and progresses
to higher order regions of thought, memories &feelings
By the age of 3, the brain has reached 90% of adult
size
The brain continues to grow & develop until mid
20’s but remember plasticity
Our Brains
26 November 2013 Masters BSU
Our BrainsYour hand-held
model
(Siegel 2012)
26 November 2013 Masters BSU
• During the first few years of life the brain becomes organised i.e. the brain changes in response to stimulation.
• Neurons which were unconnected at birth become connected
• Neurons which are not stimulated are lost• Lack of stimulation and profound neglect alters
and reduces the brain’s functioning• Assaults and toxins can damage brains cells,
resulting in difficulties associated with the area affected.
26 November 2013 Masters BSU
Brain Functions by Region.
Brain Region
Age of Greatest Developmental
activity
Age of Functional
Maturity
key Functions
Neocortex(Forebrain)
Childhood.
Adult.
Reasoning, problem-solving, abstraction, secondary sensory
integration.
Limbic(Forebrain)
Early childhood
Puberty.
Memory, emotional regulation, attachment,
affect regulation, primary sensory integration.
Diencephalon(Forebrain)
Infancy Childhood. Motor control, secondary sensory processing.
Brainstem.(Mid and
Hindbrain)In utero Infancy.
Core physiological reflexes and state
regulation, primary sensory processing.
BRAIN AND DEVELOPMENT
Daniel Hughes & Jonathan Baylin 2013
STAGE ONE: VERTICAL INTEGRATION FRONTO-LIMBIC CIRCUIT 0-18 MONTHS
STAGE TWO: HORIZONTAL INTEGRATION LEFT AND RIGHT INTERACTION
STAGE THREE: LATERAL INTEGRATIONFRONTAL ORCHESTRATION & MATURATION 17-28 YEARS
ESSENTIAL FOR SELF-REGULATION
AND ADAPTIVE FLEXIBILITY
26 November 2013 Masters BSU
Pre –Frontal Lobes: Functions
• Planning ahead• Monitoring• Sustained attention• Goal directional
behaviour• Working memory• Problem solving
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Limbic System: Functions• It operates by influencing the
endocrine system and the autonomic nervous system
• It stimulates or halts the release of neurotransmitters and hormones
• http://www.psychologytoday.com/blog/the-athletes-way/201309/the-love-hormone-drives-human-urge-social-connection (Oxytocin link)
• Ability to process emotions
• Encode, store, and retrieve memories
• Has a role in:
- arousal
- memory,
- emotions,
- feeding,
- sexual behaviours,
- Motivation
The Double Act
Amygdala is for regulating movement, memory, emotions, immune system etc.
Frontal lobes for regulating impulses, planning, judgement, goal-setting etc.
More connections between amygdala and frontal lobes than any other part of brain
Motivation = Emotion in motionhttp://www.youtube.com/watch?v=K9BErDQF3CU&feature=related (1min)
Limbic System
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Complex Problem Solving MachineCOMPETENT
LEARNEREFFECTIVE
COMMUNICATOR
BORN SURVIVOR
ADAPTABLE
Survival by Adoption, Adaption and Maturation
Clips:http://developingchild.harvard.edu/resources/multimedia/videos/three_core_concepts/brain_architecture/ (2min)http://www.youtube.com/watch?v=Ux_Dr5rvH3Y&feature=related ( basic anatomy clip :3.30min)
Direction of impulse
AxonDendrites
Axon
Dendrite of receiving neuron
Neurotransmitters
‘Neurons that fire together wire together’
A Neuron
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Increased effectiveness – dendrites &synapsesMore effective transmission - myelinated axon
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Synaptogenesis & Apoptosis- developing, tuning and pruning our neuronal
networks• We are born with many more neurons
than we will ever need
• Genes, environment & experience effect the density of the neuronal networks
• As we develop and grow some networks are pruned
e.g. babies are tuned into every human sound but gradually “prune” out the ones not needed or
used for their “mother tongue”
‘Use it or loose it’, ‘Neurons that fire together wire together’
What’s New in Neuroscience?
26 November 2013 Masters BSU
The Connectome- neuronal network linking up the areas of brain
Denser network = quicker, faster, more reliable connections because ‘the sum of the parts is better than the parts
alone’
Plasticity –the ability to adopt and adapt to stimulus
Neuronal networks are continuously shaped by genetic, environmental and experiential stimulus and
strengthened through repetition. Brain plasticity reduces as we age
Mirror Neurones- encode information about the external world and goal-directed behaviour
They enable humans to emulate others and thereby empathise & understand intent– essential for the
socialization of children
Mirror neurons cont.• i.e. they help us to process information about the
intentionality of others’ actions and minds• 1 year olds are able to distinguish between goal-directed
behaviour and non-goal directed behaviour by humans
i.e. they don’t just copy mindlessly, they can infer people’s goal-directed actions and will selectively imitate others’
actions
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CLIP – http://www.youtube.com/watch?v=fiitEyfka00 (3min) 2013
clip : http://www.youtube.com/watch?v=Sv1qUj3MuEc (4min) 2009http://www.youtube.com/watch?feature=player_detailpage&v=oqU-MHTQjuY (3min) 2013
More clips - http://www.youtube.com/watch?v=BOd3N20XNC4&feature=endscreen&NR=1. - http://www.youtube.com/watch?v=w7lXYwcRppI&feature=related -
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The Brain : “You get out what you put in”…
The more a pathway is used .. the more established it becomes .. the easier it
is the use .. and the more it will become the chosen route
Clip: Jeremy Holmes(5min)
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The Early Years- Windows of opportunity
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26 November 2013 Masters BSU
Development arises from the interplay- over a lifetime- of:
Genetic make up & maturation processesAutonomic nervous system response Learnt response ExperiencesEnvironmentsAttachmentsKnowledge and understanding26 November 2013 Masters BSU
Gene- environment interaction
Environment of relationships
Physical, chemical and built environments
Nutrition
Cumulative effects over time
Biological embedding during sensitive periods
Physiological adaptations & disruptions*
Health related behaviours
Educational achievement & economic productivity
Physical and mental health
Adult outcomes Lifelong outcomes
Foundations for healthy development & sources of early adversity
Biodevelopmental Framework: How early experiences get into our Body:, Shonkoff, 2010,pg.358
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Activity: What do you think we need to develop and grow?
• Time• Teaching• Opportunity• Knowledge and
understanding • Security
Birth to 12 months old
Brain growth is unmatched. The most critical windows during this
stage are:
emotional development as the foundations for governing emotions are established through attachments
vision, Vocabulary
26 November 2013 Masters BSU
12 to 24 months old
At no other time is the brain so receptive
and responsive.
Many of the neurological connections that
govern a lifetime of skill and potential are
beginning to take shape. Children in this stage are gaining more
control of their bodies, and their motor skills are developing.
They are becoming more aware of other people’s feelings and beginning to
learn to share. Language and vocabulary remain
important. Attention should be given to maths and logic skills as well-holistic
26 November 2013 Masters BSU
2 to 5 years oldBy the age of three, much of a child’s brain
growth and density is almost complete-physical.The brain connections that will guide a child’s
development are already well established. There appears to be a connection between the
brain patterns stimulated by music and the part of the brain used to understand spatial concepts in maths.
26 November 2013 Masters BSU
5-10 yearsLearning from parents, peers and
educational settings- cultural influences
Gender awareness establishedDevelopment of friendship groupRecognition of rulesDevelopment of social skills to
accommodate difference and diversityDevelopment and articulation of logicAbility to combine knowledge sources
to create new 26 November 2013 Masters BSU
11 to late teens• Moral maturation- Nb of changes
in frontal lobes• Selective/exclusive in friendships• Peer influence/ parental control
balance• Recognition of roles and rights• Puberty- hormonal fluctuations• Emotionally labile & exploration• Personal/group identity issues• Conform/ individuality
26 November 2013 Masters BSU
Reflective Activity
• Share with your neighbour one thing that the session (so far) has confirmed/reinforced about your understanding of the brain, one new thing you have learnt and one thing you are going to research further
• Discuss how you might be able to use this knowledge in your work setting
26 November 2013 Masters BSU
Windows of Vulnerability
http://www.youtube.com/watch?v=9TDogqEmKSE&feature=related clip 1.30min what can happen
26 November 2013 Masters BSU
Toxins can alter patterns of Neuron proliferation.
Many intrauterine and perinatal ‘insults’ can alter the migration of neurons and have a profound impact on functioning.
Examples include infection, lack of oxygen, malnutrition, psychotropic drugs, lead poisoning, ionising radiation and alcohol.
http://www.youtube.com/watch?v=VG9EWzwi6J4 (clip =3min)
http://www.mencap.org.uk/FASD
26 November 2013 Masters BSU
The neurobiological impact of abuse
Epigenetic effect. “When abuse occurs during the critical formative time when
the brain is being physically sculpted by experience, the impact of severe stress can leave an indelible imprint on its structure and function. Such abuse, it seems, induces a cascade of molecular and neurobiological effects that irreversibly alter neural development.” (Teicher,2002:54-61)
It can alter the function of genes for the following hormones: STRESS HORMONES OXYTOCIN RECEPTOR SEROTONIN RECEPTORS OESTROGEN RECEPTOR BRAIN GROWTH FACTOR
Epigenetics (cont.)• Genes are programmed to respond to external environment• Epigenetics = changes in gene activity that do not involve
alterations to the genetic code but can still get passed down to at least one successive generation
• These patterns of gene expression are governed by the cellular material — the epigenome — that sits on top of the genome
• Epigenome can tell your genes to switch on or off (gene expression) depending on the experiences we have
• Environment can make ‘imprint’ on epigenome
clip 2min http://learn.genetics.utah.edu/content/epigenetics/intro/
26 November 2013 Masters BSU
The first relationships are important• Positive predictable
interactions with nurturing caregivers profoundly stimulate and organize young brains.
• The quality of early care giving has a long lasting impact on how people develop, their ability to learn, and their capacity to both regulate their own emotions and form satisfying relationships
Clip Harvard serve and return(2min) http://developingchild.harvard.edu/resources/multimedia/videos/three_core_concepts/serve_and_return/
• .
Stresses that impact upon the Care- giving Relationship- Socio-demographic Factors
Chronic unemployment Inadequate income/housing Frequent moves/no telephone Low educational achievement Single teenage mother without
family support Violence reported in the family Severe family dysfunction Lack of support/isolation Recent life stress (e.g. bereavement,
job loss, immigration)
“What do you think will be the impact on
personal and community human
and social Capital?”
26 November 2013 Masters BSU
Effects of maternal anxiety during pregnancy
• This doubles the risk of behavioural problems in both boys & girls at 4 & 7 years of age
• The chemical changes associated with even mild anxiety leads to raised maternal cortisol levels- which are passed through the placenta → raised cortisol in foetus.
• Cortisol in baby’s bloodstream is a trigger for premature delivery & causes intrauterine growth retardation 26 November 2013 Masters BSU
Cont.• Analysis of stress hormone levels in 10-
year-old children whose mothers suffered stress during pregnancy has provided evidence that prenatal anxiety may affect the baby in the womb in a way that carries long-term implications for well-being.
• The study suggests that foetal exposure to
prenatal maternal stress or anxiety affects a key part of their babies' developing nervous system; leaving them more vulnerable to psychological and perhaps medical illness in later life.
(O'Connor et al .2005)26 November 2013 Masters BSU
The context of parental depression and effect on infant security
Economichardship
Less sensitive interactions
Relationshipstress
Increase infrequency of
child punishment
Infantattachment
security
2) In high-risk, low socio-economic status families, the rate of disorganised attachment in young children with depressed mothers has been estimated to be as high as 60%.
(Lyons-Ruth et al.1990)
3)Rates of insecure-disorganised attachment are higher in chronically depressed mothers than in those who are not chronically depressed.
(Teti et al. 1995)26 November 2013 Masters BSU
Effects of maternal mental illness on attachment patterns in their children.
It is IMPORTANT TO REMEMBER that when few other risk factors are present the compromising effect
of maternal depression can be minimized
When young children of mentally ill mothers are compared to index groups of children of non mentally ill mothers they have been found to have higher rates of disorganised / controlling attachment.
(DeMulder, & Radke-Yarrow, 1991)
26 November 2013 Masters BSU
Lack of touch and interaction on the brain
These are PET scans of two three year olds; note the reduction in brain volume as a result of neglect
26 November 2013 Masters BSU
26 November 2013 Masters BSU
Global Neglect & Reduced Brain activity.
The temporal lobes receive and integrate inputs from the senses, and combine them with deep primitive drives from the limbic system and brain stem. They deal with hearing, learning, memory skills and emotions.
P.E.T. scan of a typical two year old.
PET scan of the brain of a Romanian orphan, who was institutionalised shortly after birth. It shows the effects of extreme deprivation in infancy.
‘Global neglect’ has resulted in atrophy of the unused and therefore ‘unnecessary’ areas.
NB: Use /abuse of scans
The infant has no comparisons, and family relationships are their world
“You must be careful how you walk and where you go, for
there are those following you who will set their feet
where yours are set”
(Lee, no date, cited in Brodie, 2009: 14)
http://www.youtube.com/watch?v=x5wsbhRMGoo&NR=1&feature=
endscreen (clip children copy 1.30min)
26 November 2013 Masters BSU
Attachment Related Trauma.
Severe traumatic attachments in the first two years of life results in structural limitations of the early developing right brain. This is the hemisphere that is dominant for:
Unconscious processing of social and emotional information,
The regulation of bodily states, The capacity to cope with emotional stress, The ability to understand the emotional states of
others (empathy)The sense of a bodily and emotional
self.26 November 2013 Masters BSU
Any experiences of prolonged and frequent episodes of intense and unregulated stress in babies and toddlers have devastating effects on the establishment of psycho-physiological regulation, (Vagal Tone) and
The establishment of trusting, stable and relationships in the first year of life is important.
clip on attachment issues 2 mins http://www.youtube.com/watch?v=aDh1C-PubYQ.
Clip:Robert Balbernie
26 November 2013 Masters BSU
Emotional Responses
Distress Fear Surprise Joy Disgust Anger
We are all born with them and we all feel them 26 November 2013 Masters BSU
Higher cognitive emotions
‘Softwired’, appear from toddlerhood, dependent on context, related to cognitive development
Envy Guilt Pride Shame
What happens in and to our bodies ?Fight- Flight- Freeze
Response
To Fear, Excitement and Effort – it is a natural hormonal response to stress
Vagus Nerve Response It acts as a ‘brake’ on bodily
functions - it slows down the heart beat and helps return ‘all systems’ to ‘normal’
26 November 2013 Masters BSU
Short term: Essential Long term: Damaging26 November 2013 Masters BSU
The vagusNerve
When you need to concentrate
it has to be inhibited
The Vagal response
26 November 2013 Masters BSU
Vagal Tone is how well our fight/flight response and vagus nerve are balanced
and work together
26 November 2013 Masters BSU
How is the Vagal Tone Activated?Via Soothing, Compassion and
Physical comfort
Empathy
We learn to self- soothe and
self- regulate from our
relationships with parents and
significant others -attachments
Vagal tone is partly genetic but
also a result of experiences and
environmental stimulus.26 November 2013 Masters BSU
Vagal Tone
Good Vagal Tone Highly responsive:
• Respond quicker, process information faster, concentrate better
• More appropriate and effective responses to stimuli
• Return faster to a normal ‘resting state’
Poor Vagal Tone Low responsiveness: • Responds and process
information not as quickly, less able to concentrate.
• Less appropriate and effective responses to stimuli
• Difficulty returning to normal ‘resting state
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Good Vagal Tone is linked to…
Better emotional balance
Clear thinking
Improved attention
More efficient immune system
Greater resilience
26 November 2013 Masters BSU
To support the development of a child’s Vagal Tone we need to provide…
Secure attachments and bases
Enabling environments Repeated opportunities to
share and learn Repeated opportunity to
recognise, practice and adapt behaviour
26 November 2013 Masters BSU
Stress: Positive,Tolerable & ToxicPositive/healthy Stress
Some stress is a normal part of life. Learning how to cope with stress is an important part of development.
Tolerable/ manageable stress
More serious and prolonged, but is buffered by supportive relationships, human capital and supportive environments
The extent to which stressful events have lasting adverse effects is determined by: • Individual’s biological response mediated by both genetic predispositions•Availability of supportive relationships •The duration, intensity, timing, and context of the stressful experience.
Toxic Stress Constant activation of the body’s stress response
systems due to chronic or traumatic experiences in the absence of caring, stable relationships with adults, especially during sensitive periods of early development, can be toxic to brain architecture and other developing organ systems.
Connections in the brain are reduced and lost through toxic stress.
Less connections means it is more difficult to utilize the brain capacity and learn effectively
Clip: http://developingchild.harvard.edu/resources/multimedia/videos/three_core_concepts/toxic_stress/ (2min)
Toxic stress: fact sheet http://developingchild.harvard.edu/topics/science_of_early_childhood/toxic_stress_response/
Detrimental Early Experiences can lead to …
Learning difficulties Language delay Lack of empathy Hyperactivity/disruptive behaviour Distractibility Hypervigilence Poor impulse control Lack of compassion Correlation to adult borderline personality disorder,
multiple personality disorder (Balbernie, 2001,pg242) http://www.youtube.com/watch?v=NG4Sejgtxgc clip negative impacts 4min http://www.youtube.com/watch?v=aKU4pAs3A3c 57m toxic stress of early childhood
adversity 26 November 2013 Masters BSU
Resiliency
26 November 2013 Masters BSU
For pro-social behaviour…
• There needs to be many opportunities to share in empathetic and nurturing environments and experiences
• There needs to be opportunities to feel good about yourself, it’s not just not feeling bad about yourself that matters
26 November 2013 Masters BSU
Children learn what they liveIf children live with criticism, they learn to
condemn.If children live with hostility, they learn to
fight.If children live with fear, they learn to be
apprehensive.If children live with pity, they learn to feel
sorry for themselves.If children live with ridicule, they learn to
feel shy.If children live with jealousy, they learn to
feel envy.If children live with shame, they learn to feel
guilty.If children live with encouragement, they
learn confidence.If children live with tolerance, they learn
patience.If children live with praise, they learn
appreciation.If children live with acceptance, they learn to
love.If children live with approval, they learn to
like themselves.If children live with recognition, they learn it
is good to have a goal.If children live with sharing, they learn
generosity.If children live with honesty, they learn
truthfulness.If children live with fairness, they learn
justice.If children live with kindness and consideration, they learn respect.
If children live with security, they learn to have faith in themselves and in those about
them.If children live with friendliness, they learn the world is a nice place in which to live. Copyright © 1972 by
Dorothy Law Nolte (1924-1985) http://www.nytimes.com/2005/11/20/arts/20nolte.html
Reference and Research• Balbernie, R. (2001) Circuits and circumstances: the neurobiological consequences of early relationship
experiences and how they shape later behaviour. Journal of Child Psychotherapy, 27 930, pp.237-255• Barnes, J. and Lagevardi-Freude, A. (2002) From pregnancy to early childhood: early intervention to
enhance the mental health of children and families. Mental Health Foundation Vol1 • Blaffer Hardy, S. (2000) Mother Nature. London: Vintage• DeMulder, E. K., & Radke-Yarrow, M. (1991) Attachment with affectively ill and well-mothers:
Concurrent behavioral correlates. Development and Psychopathology, 3, 227-249• Fonagy, P. & Target, M. (2003) Psychoanalytic Theories: Perspectives from Developmental
Psychopathlogy. London: Whurr Publications• Gutman, L.M., Brown, J., Akerman, R. and Obolenskaya, P. (2010). Change in wellbeing from childhood
to adolescence: risk and resilience. http://www.dcsf.gov.uk/research/data/uploadfiles/DCSF-WBL1001-Brief.pdf
• http://www.learningbenefits.net/Publications/ResRepIntros/ResRep34intro.htm• Hughes,D. & Baylin, J. (2013) Woburn brain based parenting and attachment focused therapy,
powerpoint delivered at fostering conference• Infants and Toddlers and the California Mental Health Services Act : Zero to Three Policy Center Fact
Sheet Available at: http://main.zerotothree.org/site/DocServer/Infants_and_Toddlers_and_MHSA_AS.pdf?docID=3861 (Accessed January 23rd 2013)
26 November 2013 Masters BSU
References and Research cont
• Lyons-Ruth, K., et al. (1990) Infants at social risk: Maternal depression and family support services as mediators of infant development and security of attachment. Infant Mental Health Journal., 17, 257-275
• Michigan Association For Infant mental Health (2000) Guidelines for Infant Mental Health Practice. Michigan: The Michigan Association for Infant Mental Health
• National Research Council and Institute of Medicine (2000) From Neurons to Neighbourhoods: The Science of Early Childhood Development. Committee on Integrating the Science of Early Childhood Development. Jack P. Shonkoff and Deborah A. Phillips, eds. Board on Children, Youth and Families, Commission on Behavioral and Social Sciences and Education. Washington D. C. :National Academy Press
• O'Connor, T. G., Ben-Shlomo, Y., Heron,J., Golding, J., Adams, D., & Glover, V. (2005) Prenatal Anxiety Predicts Individual Differences in Cortisol in Pre-Adolescent Children. Biological Psychiatry; 58:211-217
• Pomeleau, A., Succimarri, C. & Malcut, G. (2003) Mother-infant behavioral interactions in teenage and adult mothers during the first six months postpartum: relations with infant development. Infant Mental Health Journal, 24 (5), 495-509
• Rees, G., Bradshaw, J., Goswami, H., Keung, A. (2009) Understanding Children’s Well-Being: A national survey of young people’s well-being. London, The Children’s Society
• Shonkoff, J. (2010) Building a new biodevelopmental framework to guide the future of Early Childhood Policy, Child Development, 81(1), pp. 357-367 http://ehis.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=6&hid=101&sid=29ff5ce0-e997-463e-bcdf-98ceafaf9961%40sessionmgr113
• Teicher, M.H. (2002) Scars that won’t heal: the neurobiology of child abuse. Scientific American, March pp.54-61)
• Teti,D., et al. (1995) Maternal depression and the quality of early attachment: An examination of infants, pre-schoolers and their mothers. Developmental Psychology 31, 364-376.
• 26 November 2013 Masters BSU
Additional Resources
Dr Clyde Hertzman (4mins)
http://www.youtube.com/watch?v=M89VFIk4D-s&feature=related
Attachment related trauma and mental health http://www.youtube.com/watch?v=6bul1meciGE 5min Teens and family attachment
http://www.youtube.com/watch?v=K1_mzacPIyc 5min Carter,R.(2010) Mapping the mind. London: Phoenix Conzolino,L. (2013) The social neuroscience of education.
New York: W.W. Norton & Company Siegel,D. (2012) The developing mind 2nd ed. New York:
The Guildford Press. Seung, S.(2012) Connectome. London: Allen Lane