Figure 1 - uploaded by Bruce Duncan Perry
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Abnormal brain development following sensory neglect in early childhood. These images illustrate the negative impact of neglect on the developing brain. In the CT scan on the left is an image from a healthy three year old with an average head size (50th percentile). The image on the right is from a three year old child suffering from severe sensory-deprivation neglect. This child’s brain is significantly smaller than average (3rd percentile) and has enlarged ventricles and cortical atrophy.
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Studies of childhood abuse and neglect haveimportant lessons for considerations of natureand nurture. While each child has uniquegenetic potentials, both human and animalstudies point to important needs that everychild has, and severe long-term consequencesfor brain function if those needs are not met. The effects of the childhood environment,favor...
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... was in the adverse environment – the earlier and more pervasive the neglect – the more indelible and pervasive the deficits. NEGLECT IN EARLY CHILDHOOD : NEUROBIOLOGICAL FINDINGS All of these reported developmental problems – language, fine and large motor delays, impulsivity, disorganized attachment, dysphoria, attention and hyper- activity, and a host of others described in these neglected children – are caused by abnormalities in the brain. Despite this obvious statement, very few studies have examined directly any aspect of neurobiology in neglected children. Yet clues exist. On autopsy, the brain of Kasper Hauser was notable for small cortical size and few, non-distinct cortical gyri – all consistent with cortical atrophy (Simon, 1978). Our group has examined various aspects of neurodevelopment in neglected children (Perry and Pollard, 1997). Neglect was considered global neglect when a history of relative sensory deprivation in more than one domain was obtained (e.g., minimal exposure to language, touch and social interactions). Chaotic neglect is far more common and was considered present if history was obtained that was consistent with physical, emotional, social or cognitive neglect. History was obtained from multiple sources (e.g., investigating CPS workers, family, and police). The neglected children (n = 122) were divided into four groups: Global Neglect (GN; n = 40); Global Neglect with Prenatal Drug Exposure (GN+PND; n = 18); Chaotic Neglect (CN; n = 36); Chaotic Neglect with Prenatal Drug Exposure (CN+PND; n = 28). Measures of growth were compared across group and compared to standard norms developed and used in all major pediatric settings. Dramatic differences from the norm were observed in FOC (the frontal-occipital circumference, a measure of head size and in young children a reasonable measure of brain size). In the globally neglected children the lower FOC values suggested abnormal brain growth. For these globally neglected children the group mean was below the 5th percentile. In contrast, the chaotically neglected children did not demonstrate this marked group difference in FOC. Furthermore in cases where MRI or CT scans were available, neuroradiologists interpreted 11 of 17 scans as abnormal from the children with global neglect (64.7%) and only 3 of 26 scans abnormal from the children with chaotic neglect (11.5%). The majority of the readings were “enlarged ventricles” or “cortical atrophy” (see Figure 1). In following these globally-neglected children over time we observed some recovery of function and relative brain-size when these children were removed from the neglectful environment and placed in foster care (see Figure 2). The degree of recovery over a year period however was inversely proportional to age in which the child was removed from the neglecting caregivers. The earlier in life and the less time in the sensory-depriving environment, the more robust the recovery. These findings strongly suggest that when early life neglect is characterized by decreased sensory input (e.g., relative poverty of words, touch and social interactions) there will be a similar effect on human brain growth as in other ...
Citations
... Children who attended higher-quality preschools for a longer period of time demonstrated improved social and cognitive development at age 5 when compared with children who attended poorer-quality preschools for a shorter period of time (Hall et al., 2013). Preschool attendance can be particularly beneficial for children who have been exposed to IPV and other early traumatic experiences by providing safe, caring, and predictable caregiving environments necessary for promoting regulation and coping skills (Barfield et al., 2012;Perry, 2002). The implications of these findings are meaningful in both the short and long term; preschool attendance is associated with overall social competence and school readiness and is consequential for future scholastic success, academic achievement, and overall positive social development (Arnold et al., 2012;Clements et al., 2004). ...
This retrospective cohort study examined prosocial skills development in child welfare-involved children, how intimate partner violence (IPV) exposure explained heterogeneity in children’s trajectories of prosocial skill development, and the degree to which protective factors across children’s ecologies promoted prosocial skill development. Data were from 1,678 children from the National Survey of Child and Adolescent Well-being I, collected between 1999 and 2007. Cohort-sequential growth mixture models were estimated to identify patterns of prosocial skill development between the ages of 3 to 10 years. Four diverse pathways were identified, including two groups that started high (high subtle-decreasing; high decreasing-to-increasing) and two groups that started low (low stable; low increasing-to-decreasing). Children with prior history of child welfare involvement, preschool-age IPV exposure, school-age IPV exposure, or family income below the federal poverty level had higher odds of being in the high decreasing-to-increasing group compared with the high subtle-decreasing group. Children with a mother with greater than high school education or higher maternal responsiveness had higher odds of being in the low increasing-to-decreasing group compared with the low stable group. The importance of maternal responsiveness in fostering prosocial skill development underlines the need for further assessment and intervention. Recommendations for clinical assessment and parenting programs are provided.
... On the other hand, in attachment theory, disorganized style of attachment is linked to neglectful parenting or absence of a consistently present parent. Perry (2002) presents attachment problems as a special case of neglect. He argues that similar to other cognitive abilities, the capacity to forge relationships stems from the interplay between genetics and experience, specifically in the development of neural systems governing socio-emotional behaviors. ...
... This somatosensory environment cultivated by a loving caregiver lays the foundation for the infant to actualize its inherent genetic potential, facilitating the formation and sustenance of healthy relationships. This initial and fundamental bond forms the basis of attachment (Perry, 2002 Indeed, neglect is extremely detrimental to neurodevelopment of the child. Due to the absence of sufficient stimulation in terms of time and pattern, key neural networks remain underdeveloped and cause dysfunction in the core neural processes (Beauchaine & Hinshaw, 2008, p. 94). ...
... Neglectful parents speak less words to their child, show less physical and emotional affection, skip the basic needs of the child such as timely and quality nutrition, lack of safe supervision of their child physically, psychologically and financially, and so on (Beauchaine & Hinshaw, 2008). Consequently, the related areas of these neglected domains do not "receive sufficient patterned, repetitive activation to develop normally" (Croft et al., 2007;O'Connor et al., 2000;Perry, 2002;Rutter et al., 2007, as cited in Beauchaine & Hinshaw, 2008, p. 101). By causing abnormalities in the brain, these varieties of neglect in turn brings about many psychological and developmental problems such as "language, fine and large motor delays, impulsivity, disorganized attachment, dysphoria, attention deficits and hyperactivity (Beauchaine & Hinshaw, 2008, p.105). ...
This qualitative study delves into the nexus between psychopathology and criminal conduct, exploring the specific domain of sexual serial homicide. The intricate relationship between early childhood experiences, parental rejection—specifically emotional neglect—and the development of extreme criminal behavior, exemplified by notorious serial killer Jeffrey Dahmer, serves as the focal point. Drawing from the Parental Acceptance-Rejection Theory (PART) and Attachment Theory (AT), this research aims to unravel the profound impact of neglect within the context of these theories. By integrating these frameworks into the case study of Dahmer, the study seeks to elucidate how emotional neglect, as a primary factor, contributes to maladaptive forms of relating to others and potentially shapes the evolution of a sexual serial killer. Three core inquiries guide this investigation: the portrayal of sexual serial homicide as a maladaptive mode of interpersonal relations, the role of emotionally neglectful parenting in fostering maladaptive relational patterns like those found in Dahmer, and the transformation of emotional neglect in childhood into the extreme criminality observed in sexual serial killers.
Keywords: parental rejection, attachment, parental neglect, sexual serial killing, serial killer, Jeffrey Dahmer
... Our findings indicated that network diversity, as well as subjective social connectedness, played an important role in happiness and life satisfaction. This was consistent with previous studies, which have reported that subjective belief in belonging to the social network was associated with life satisfaction and positive emotions [60,61], and forming connections with other people was related to the physiological mechanisms of emotions and stress responses, playing a critical role in subjective well-being [62,63]. In this study, network diversity (i.e., having a variety of network resources) was associated with happiness and life satisfaction; by contrast, network size had no significant relation with happiness and life satisfaction. ...
This study compared social connectedness patterns and examined the relationships between objective or subjective social connectedness and mental health before and during the COVID-19 pandemic among community dwelling adults in South Korea. An identical online survey was administered at two time points, in 2019 prior to the onset and again in 2021. Objective (network diversity and network size) and subjective (thwarted belongingness and perceived burdensomeness) social connectedness were measured along with positive and negative indices of mental health (depression, suicidal behavior, happiness, and life satisfaction). The results indicated that among social connectedness indices perceived burdensomeness were significantly higher during the COVID-19 pandemic compared to the prior period, while network size was smaller. Subjective social connectedness was associated with all aspects of mental health consequences, either positive or negative. Among objective social connectedness, only network diversity was significantly associated with increased happiness and life satisfaction, and objective social connectedness was not associated with depression and suicidal behavior. These associations did not differ across the two time periods. The findings, both before and during the pandemic, indicated that network diversity is an important factor for positive indices of mental health and that efforts to increase subjective social connectedness are needed to decrease the risk of depression and suicidal behavior.
... Children thrive off positive interactions and support from their parents, the quality of care and attention is paramount. Research has suggested that exposure to violence during the early developmental stages can have last effects on the brain (Perry, 2002). Early brain development will require a secure ongoing relationship between the child and primary caregiver, and emotion regulation. ...
... Trauma can have vast impacts on brain development and function(ing), some of which are still unknown (Perry, 2008;van der Kolk, 2014). If someone experiences trauma before they are six years old, the development of their prefrontal cortex can be impacted, resulting in impaired executive functioning (Perry, 2002;van der Kolk, 2014). Trauma can cause our emotional brain to become overwhelmed or overtaken by sensory input. ...
My research aims to understand trauma-informed practices in the Aotearoa Education context. I engage a qualitative and constructivist case study approach to explore TIPs in school-based mental health education. My research examines Mitey, a Māori-informed approach to mental health education in Aotearoa primary schools. I engage Pihama et al.’s (2020) Māori approaches to trauma-informed principles to develop a theoretical framework for trauma-informed practices in Aotearoa’s educator sector. Using this framework to understand where trauma-informed practices are currently manifest, I review a total of 39 subunits across the four Mitey Unit Plans, and six fact sheets. Additionally, I conduct arts-informed semi-structured interviews with two students aged 10 and 11. My research concludes that although Mitey was not specifically designed with TIPs in mind, there are trauma-informed practices weaved throughout the Mitey content and instructions. My research presents some opportunities for Mitey to further embody trauma-informed practices more intentionally and consistently across its content and instructional ethos.
... According to the life course, women who started having children as teenagers would have better long-term health outcomes if they had levels of education development (Maslowsky et al., 2021). The resiliency theory, as explained by Perry (2002), suggests that individuals create resiliency to achieve their expected ambitions despite environmental factors. In the context of enrolling teenage mothers in the formal secondary education system, these theories are significant because when teenage mothers are enrolled and given assistance overcoming environmental factors, they can attain higher levels of education, leading to economic success and better long-term health. ...
This is an early assessment of a policy implemented to enroll teenage mothers in the formal secondary education system in Dar es Salaam, Tanzania. This important policy change allowing teenage mothers back to school is new. The actions taken are identified, and recommendations are made. The late Tanzanian President, Hon. John Pombe Magufuli, declared in a speech on June 22, 2017, that no pregnant students would be allowed to return to school during his presidency. However, after his untimely demise, a new head of state, a female president, changed the policy, and for the first time, directives were provided that teenage mothers should enroll back in schools. In this research, a purposeful random sampling was used to select the required number of respondents. Questionnaires and interviews were utilized to gather primary data, while secondary data were collected from various earlier research and other sources. Data analysis employed descriptive statistics for quantitative data using MS Excel and qualitative data through content analysis. The study findings revealed that there is currently no legal framework or policy for enrolling teenage mothers in formal education. Teenage mothers struggle to balance school and parental responsibilities, and face discrimination from their peers. To address these issues, the study recommends the development of a framework to guide formal education for teenage mothers, provision of financial resources, creation of a suitable learning environment, and moral support, including counselling.
... The brain has been described by various neuroscientists as a complex system. That is, complex in structure, dynamic in function and identified essentially by "its social nature" (Johnson and de Haan 2015, p. 122;Maliske and Kanske 2022;Perry 2002;Siegel 2020). Indeed Maliske and Kanske (2022) suggest this dynamism is directly related to the "social brain that is interconnected" (p. 1) and able to process copious amounts of information. ...
Theoretical constructs to explore neurocognitive management of challenging behaviour in young people are inherently fraught with the difficulty of what exactly is to be measured that is acceptably benchmarked against standard mechanistic scientific inquiry. Indeed, this identifies the potential for a new scientific paradigm to be developed that explains the links between complex brain systems and functions, the development of the mind and adolescent challenging behaviour. The imperative lies in overcoming the strictly linear nature of some of the current scientific inquiry methods embracing instead, tools that can measure the non-linear, unexpected and emergent features of change. These changes are elicited through the interaction of the brain and human environments, sometimes manifesting in chaotic and challenging behaviour. The objective of this article is to explore the subtleties of complexity theory, to determine an essential lead to a non-linear way of measuring challenging behaviour in adolescents. The brain is a complex system and CT provides, here, the framework for understanding the dynamic and often non-linear neural activity that shifts in response to changes in an individual’s environment. I pose the question; Exploring CT as an underpinning theoretical framework, is it demonstrated that there are methods of measuring the non-linearity of an individual’s challenging behaviour, in a way that meets the expectations of sound scientific inquiry? The method used is an exploratory review and is addressed in two parts. The first is how to explain challenging behaviour in a neuro-informed state of complexity and the second is whether it is possible to use Complexity Theory as an exploratory framework for determining the non-linear characteristics of challenging behaviour. The article concludes with suggestions that Complexity Theory is an evolving theoretical construct primed to advance a more in-depth understanding of the non-linearity of challenging behaviour. As such, Complexity Theory has the potential for exploring a new paradigm of scientific inquiry.
... Egeland & Stroufe, 1981 38 . Perry, 2002 39 . Perry, 2002 40 . ...
... Perry, 2002 39 . Perry, 2002 40 . Herrenkohl, Herrenkohl, Egolf, & Wu, 1991 41 . ...
התדריך שבפניכם מציג את התורה המקצועית שפותחה במסגרת
תוכנית "פנימה". התדריך מסכם ארבע שנות למידה ועבודה עם
משפחות על פי מודל השואף לספק חלופה להוצאה למסגרת חוץ-
ביתית עבור ילדים ומשפחות בהזנחה חמורה. התדריך הוא תוצאה של
עבודת פיתוח ויישום מאומצת, ומבוסס על תובנות מעבודת השדה,
על ספרות מקצועית ועל ממצאי מחקר הערכה מעצב אשר ליווה את
התוכנית. מטרת התדריך להנגיש לאנשי מקצוע ידע שהצטבר בתוכנית,
ולפרוש את תפיסת העולם שבלב התוכנית ואת מודל ההפעלה היישומי
שלה.
•הפרק הראשון עוסק בתאוריה של הבעיה: הבנת התופעה של
ילדים במצבי הזנחה חמורה, הגדרה של מושגי יסוד כמו שכיחות
הזנחה, גורמי סיכון להתפתחות מצבי הזנחה והשלכות של הזנחה
על ילדים, בליווי נתונים. בנוסף יוצגו גישות מרכזיות לטיפול בילדים
ולהגנה על ילדים בהזנחה חמורה על סף הוצאה מהבית. לבסוף,
תידון סוגיה המעסיקה תדיר אנשי מקצוע: המתח בין הגנה על ילדים
בסיכון, שימור קשרי משפחה קיימים ועבודה מתוך קרבה וקשר.
•הפרק השני עוסק בתאוריה של ההתערבות: התפיסה המקצועית,
הערכית והחברתית שדרכה אנו מתבוננים בתופעה וניגשים לעבודה
עם המשפחות, עבודה על פי העקרונות של פרקטיקה ממוקדת
משפחה, עבודה סוציאלית מודעת עוני וטראומה.
•הפרק השלישי מציג את תרגום התפיסה המקצועית לפרקטיקה
ויביא את עקרונות העבודה הערכיים והמקצועיים של מודל "פנימה".
עקרונות אלו מתבססים על עקרונות שגובשו במיזם "מפגש", ועל
עקרונות נוספים הייחודיים לתוכנית "פנימה". עקרונות העבודה הללו
התגבשו מתוך העשייה והעבודה עם המשפחות, ומתוך למידה על
הצרכים הייחודיים של אוכלוסיית פנימה. כל עיקרון מתואר בתדריך
הן מההיבט התאורטי הן מההיבט היישומי.
•הפרק הרביעי מציג את מודל ההפעלה המקצועי של מודל
"פנימה". יוצגו הרקע להקמת התוכנית, מודל העבודה ורכיבי המודל
הנדרשים להצלחת ההתערבות: קהל היעד, תחומי הסיוע ומבנה
ארגוני של המודל. בנוסף, מוצגים חלקים פרקטיים של יישום המודל:
שלבי ההתערבות, מדידה והערכה של תוצאות התוכנית והכשרה
והדרכה של אנשי מקצוע.
•הפרק החמישי עוסק בהרחבה בשתי סוגיות משמעותיות במודל
"פנימה": שיפור תנאי המחיה של המשפחות, והמקרה של הוצאת
ילדים מהבית במהלך התכנית. החלק העוסק בשיפור תנאי המחיה
מציג את הדרכים האפשריות לשיפור תנאי המחיה במסגרת התכנית,
דוגמאות לסיוע ואת ההשפעה של תהליך זה על המשפחות. החלק
העוסק במקרה של השמה חוץ-ביתית של ילדים, מציג את הדילמות
והמורכבות הרבה עימה מתמודדות המשפחות ואת תפקידו של
צוות התכנית בליווי המשפחות במקרה זה.
•הפרק השישי מסכם את התדריך ומציג סיפורי טיפול של משפחות,
הורים וילדים אשר עברו תהליך עומק בתוכנית, דרך העיניים של
עו"ס התוכנית אשר ליוותה את המשפחות. סיפורים אלו מספקים
הצצה לעולמן המורכב של המשפחות, לרגעי המשבר וההצלחה,
כמו גם לעבודה הרגישה והמורכבת של אנשי המקצוע הפועלים
בתוכנית.
לאורך התדריך נשזרו ציטוטים ממחקר ההערכה ודוגמאות מן השדה,
במטרה לשקף את החוויה האישית של המשפחות המשתתפות
בתוכנית ושל הצוות המקצועי. הציטוטים והדוגמאות מדגישים את
הרגישות והמורכבות הכרוכות בנסיבות חיי המשפחות ובעבודה עימן.
... Theoretical representations of arithmetic facts are associated with long-term memory -association distribution model (Siegler, 1984) and seem to indicate that the learning process in simple arithmetic depends on the retrieval of long-term memory (Perry, 2002). Suggest that children with learning difficulties in mathematics do not have a solution memory production process (Russell, 2019). ...
... Suggest that children with learning difficulties in mathematics do not have a solution memory production process (Russell, 2019). as they have difficulty accessing the facts of the MLP (Perry, 2002) However, there is controversy, as several authors claim that there is only one memory system responsible for short-term and long-term storage (Siegler, 1984;Da Silva, 2022;Surprenant & Neath, 2009). Some authors report that long-term memory is nothing more than activated short-term memory (Swanson & Rhine, 1985), (Swanson & Jerman, 2006), (Talamini et al., 2017). ...
This study aimed to evaluate the long term memory through electroencephalographic techniques. Were evaluated, in individuals from the human and exact sciences groups, during the following cognitive activities: task: 1 – MEMORIZING WORDS; 2 – REMEMBER THE WORDS OF ACTIVITY 1; 3 – MEMORIZING FIGURES; 4 REMEMBER THE FIGURES OF THE ACTIVITY 3. The gamma rhythm was recorded through the electroencephalogram (EEG), according to the 10-20 system. Thus, the tasks aimed to analyze the capacity for long-term memorization. EEG signals were monitored during the reading and response of the tasks and the means and standard deviation of the gamma rhythm were calculated. The statistical model was BioEstat 5.0, T test for paired samples (p<0.05), Mann-Witney non-parametric test - independent samples and Excel. The results of the intragroup and intergroup analysis in human and exact subjects showed a significant difference in processing brain, through the gamma rhythm, during activities. Individuals in the humanities area used the anterior left quadrant more, while individuals in the exact sciences area used the posterior right quadrant more, as evidenced in the tasks of memorizing pictures and evoking pictures. It seems that there is an association of the gamma rhythm with the states of greater activation of the cerebral cortex during the programming and execution of cognitive activities.
... O cérebro infantil, conforme Perry (2002), tem a capacidade de evoluir de forma complexa e dinâmica, contudo, o ambiente socioemocional exerce funções que podem favorecer ou desfavorecer o desenvolvimento saudável de uma criança. Segundo o autor, o funcionamento emocional e social adequado depende do carinho atencioso e acolhedor dispensado à criança durante toda a fase da infância (PERRY, 2016 apud TANNER, 2017). ...
O artigo sobre o abandono afetivo de criança e processos de aprendizagem escolar tem como objetivo descrever o abandono afetivo na perspectiva interdisciplinar (ciências humanas, ciências sociais aplicadas e biológicas) e identificar as possíveis consequências na aprendizagem escolar infantil. Trata-se de uma pesquisa qualitativa, que propõe realizar uma revisão de literatura (empírica e não-empírica) em obras e autores contemporâneos, ressaltando a importância do complexo afetivo para o desenvolvimento pessoal e social das pessoas. Considerando que a maioria dos casos de abandono no Brasil está relacionada às condições de vulnerabilidade socioeconômicas das famílias, conforme indicadores sociais apresentados na pesquisa, o estudo indica que o exercício da não-afetividade, negligência ou abandono afetivo incidem negativamente no desenvolvimento humano, causando danos irreparáveis em todas as etapas que constituem o processo de aprendizagem escolar.
