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Figure Nine: A: Early embryos showing formation of the body and CNS. B: Late embryo. On right, growth of the integrative tracts of the brainstem. (Trevarthen, 2004b). Embryo: Vital Integration with the Mother's Body and Development of Human Form.
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Survival depends upon two contrasting phenomena or processes, two ways of achieving adaptive action. Evolution must always, Januslike, face in two directions: inward towards the developmental regularities and physiology of the living creature and outward towards the vagaries and demands of the environment. These two necessary components of life con...
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Background
The first years of life are a significant period for child development, when children are particularly sensitive and prone to crises. This early phase lays the foundation for healthy growth. Clinical assessment of psychological symptoms in early infancy and adequate treatment are both important in improving the diagnostic outcome and pre...
Citations
... Este processo foi realizado por três avaliadores, que foram concordantes na escolha das URs e sua categorização. Os eixos e respectivas referências que balizaram essa construção foram: funções parentais (Stern, 1992;Trevarthen, Aitken, Vandekerckhove, Delafield-Butt, & Nagy., 2006;Feldman, 2016); habilidades do bebê (Nagy, 2011;Trevarthen, 2011;Golse & Amy, 2020); diagnóstico, e situações clínicas (Basaran, Karadavut, Uneri, Balbaloglu, & Atasoy, 2013;Pereira & Kohlsdorf, 2014;Krstic, Mihic, & Mihic, 2015;Dieleman, Soenens, Prinzie, Clercq, Ortibus, & Pauw, 2020). As unidades, por sua vez, foram agrupadas nas seguintes categorias: "Peculiaridades no discurso", formada pelas unidades Restrição a aspectos positivos, Elipses, Reações frente à deficiência, Apelo ao saber genérico e Expressões figurativas; "Sofrimento parental", por Preocupações, Dificuldades e Aborto anterior; "Suposições parentais", contendo Dedicação completa e Expectativas parentais; "Recursos do bebê", formada apenas pela unidade de mesmo nome; "Idiossincrasias da deficiência", abarcando Tratamento, Diferenças funcionais, Diagnóstico e Diferenças anatômicas; e "Alterações ao longo do tempo", também formada apenas pela unidade homônima. ...
Visibly atypical physical conditions engender insecurity, restlessness, and
horror leading people to peculiar behaviour. Historically, reactions to physical
disability have been observed that point to the use of defence mechanisms face
to the frailty of the order revealed by it. Although some of it has already been
explored in literature, little has been described about defences in the context of the
parent-infant relationship. This article aims to analyse the parenting of babies
with physical disabilities after their diagnosis via its report. This is an exploratory
study in which 20 dyads composed of main caregiver and baby took part, 10
dyads whose children had physical disabilities (case group) and 10 dyads without
disabilities (control group) matched by sociodemographic criteria and by age
group. Using Semi-structured Interview and Content Analysis, particularities
were observed in the case group which evidence the presence of the defence
mechanism’s reaction formation, annulment, and isolation, not detected by the
classic authors. It is therefore concluded that the reactions to disability imply in
decathexis that do not affect only objects, but also their connections, which in turn
may affect the carer-infant bond and the parental functions.
... Начиная с исследований 1970-х гг. в нейрофизиологии рассматриваются несколько основных модулирующих систем головного мозга [Николлс и соавт., 2003;Trevarthen et al., 2006;Jones, 2011;Avery, Krichmar, 2017;Scammell et al., 2017]: ...
В книге обобщены исследования коллектива авторов, посвященные актуальным проблемам мозгового обеспечения регуляции поведения и когнитивной деятельности в подростковом возрасте.
Морфологические, нейрофизиологические и нейропсихологические исследования, представленные в книге, свидетельствуют о существенных преобразованиях мозговой организации процессов регуляции познавательной деятельности и поведения у подростков. При этом направленность таких изменений — прогресс или снижение функциональных возможностей — различна для разных звеньев мозговых регуляторных систем и меняется с возрастом. Наиболее существенные изменения в подростковом возрасте претерпевают системы эмоционально-мотивационной регуляции, что в значительной степени увеличивает риск учебной и социальной дезадаптации.
Книга предназначена для физиологов, психологов, педагогов и студентов биологического, психолого-педагогического и клинико-психологического профиля.
... Infants not only passively receive their parents' care but also actively solicit attention and care from their parents. Parents and infants co-construct their relationship by mutually reading each other's intentions, and sharing their interests, feelings, and needs with each other (Trevarthen et al., 2006). ...
... That its study is credited in the early anthropology of Mead (1928) and Bateson (1971Bateson ( , 1975 is not to be missed. The science of intersubjectivity teaches us how minds are shared to generate micro (family) cultures and macro (societal) cultures, and all the nuances in between, especially in relation to health and learning, or pathology (Trevarthen et al., 2006). This science of intersubjectivity is only just beginning to reap rewards for societal and health benefit, and in the improvement of life for those with non-traditional and non-verbal voices and means of communication, such as infants or those with disruption to the typicality of fluid verbal speech. ...
... There is a failure to participate in shared time (Trevarthen, 2016). Synrhythmia-the Greek term that Trevarthen et al. (2006) used to capture the graceful poly-rhythmic resonance with the Other and expresses our innate communicative musicality (Malloch and Trevarthen, 2009)-is lost. ...
... "Loneliness, shame, depression and sadness are the emotions that identify loss of this collective story-telling, which can be called 'socionoesis"' (Trevarthen, 2013, p. 204; see also Delafield-Butt and Trevarthen, 2015). But if we manage to co-create a narrative about cosmos and feel our co-existence in symbolic and collaborative awareness (Trevarthen et al., 2006) and our contribution (doing and knowing) is valued by others, cultural learning is facilitated and pride in meaning (Trevarthen, 2001), instead of shame, is felt. Trevarthen (2004b, p. 36) suggests that "all human cultural achievements arise shared meanings, even when they appear to be lonely products, of creatively dreaming or of adventurous risk-taking in thought or action". ...
This article is part of the Research Topic:
"Intersubjectivity: Recent Advances in Theory, Research, and Practice"
- Research Topic Editors: Colwyn Trevarthen, Jonathan T. Delafield-Butt, Emese Nagy, Theano Kokkinaki
https://www.frontiersin.org/research-topics/15171/intersubjectivity-recent-advances-in-theory-research-and-practice#overview
... Its earliest origins can be seen in the composition of movement forming a common pattern of agentgenerated action and effect patterned with a characteristic contour of arousal; from introduction through its development toward its goal, to the climax of reaching that goal and then concluding the project with satisfaction. This narrative pattern of expectation and performance to conclusion remains invariant throughout life, organizing knowledge within the time of creative sensorimotor experience and maintenance of well-being (Trevarthen et al. 2006). ...
... Co-operation allows infants to overcome their individual limitations and at the same time fulfills the needs of the adult to love and nurture, generating satisfaction on both sides of the partnership. The individual acts of behavioura vocal cry, facial grimmace, movement of the arms, etc. -are coupled to both immediate physiological needs, warmth and food in these examples, as well as to deeper needs and desires, such as developing the attachments, care, and nurture of companionship (Lewis & Amini, 2001;Trevarthen et al., 2006). ...
... The infant's ability to engage in these social exchanges is built of multiple skills that allow social engagement and joint meaning-making, including the ability to identify their mother's voice and face, and a preference for humanoid faces (Burnham, 1993;Decasper & Fifer, 1980;Valenza et al., 1996;van der Meer & van der Weel, 2011). These contribute to what some consider an innate disposition for intersubjective engagement (Nagy & Molnar, 2004;Stern, 2000;Trevarthen et al., 2006). ...
... Trevarthen identified a common temporal structure in adult and infant limb movements made in communicative gesture, as well as in inter-saccade intervals of eye gaze, despite their differences in size (Trevarthen, 1986). Such common timing principles of the human body, including autonomic and central nervous regulation, enable coupling between individuals along multiple levels of arousal, interest, affect and attention regulation important for human developmental health (Trevarthen et al., 2006). ...
We review evidence of non-verbal, embodied narratives in human infancy to better understand their form and function as generators of common experience, regulation, and learning. We examine their development prior to the onset of language, with a view to improve understanding of narrative as regular motifs or schemas of early experience in both solitary and social engagement. Embodied narratives are composed of regular patterns of interest, arousal, affect, and intention that yield a characteristic four-part structure of (i) introduction, (ii) development, (iii) climax, and (iv) resolution. Made with others these form co-created shared acts of meaning, and are parsed in time with discreet beginnings and endings that allow a regular pattern to frame and give predictive understanding for prospective regulation (especially important within social contexts) that safely returns to baseline again. This characteristic pattern, co-created between infant and adult from the beginning of life, allows the infant to contribute to, and learn, the patterns of its culture. We conclude with a view on commonalities and differences of co-created narrative in non-human primates, and discuss implications of disruption to narrative co-creation for developmental psychopathology.
... The 7327 overall dynamics in emotional development goes from experiencing mostly frustration, anxiety, and 7328 distress to prevailing states of contentment and satisfaction. It seems that an infant is born with an innate 7329 instinct to attract care, which makes him "play an active 'mothering expectant' part from birth in eliciting 7330 and regulating maternal behaviors" (Trevarthen et al., 2006). In Vygotsky's words, this most dramatic, and 7331 even tragic moment in life calls for "music" of upbringing (Vygotsky, 2008, p. 397)-and this music comes 7332 as a panacea from the mother, the message of care and love that stimulate the need for sympathetic 7333 company, thereby opening the door to bi-directional communication and learning (Trevarthen, 2000). ...
This book draws a new perspective on music as a special form of cognition that provides growing children with the means to mediate their emotional state and attitude to suit their physical and social environment. My conclusions are based on new evidence coming from: 1) musicological analysis of the original and spontaneous vocalizations by children, selected to represent the milestones in the development of music cognition; 2) comprehensive research on "ear development" throughout early childhood, systematically conducted in the USSR/Russia on a large pool of subjects during the 1920-1980s; 3) data on music perception by people habituated to non-Western forms of music, including timbre-oriented music traditions of northeast Eurasia; and 4) research coming from Vygotskian school on sociogenesis and objectivization of musical sound in early childhood (published in Russian only). The principal objective of this book is to arm researchers and students with tools to analyze, interpret, and evaluate the patterns of tonal organization in children musicking - and to inter-relate these patterns to cross-cultural patterns of early verbal, social, and emotional development. Children’s musical cognition needs a thorough revision because of the old erroneous belief, still widespread amongst developmental psychologists, that the principles of Western tonality constitute a universal modus operandi, intuitively sought by children from birth. According to this view, early children’s musicking constitutes a “defective” implementation of adult’s music due to children’s deficiencies in vocal control and its coordination with hearing. In reality, early childhood musicking constitutes a peculiar type of music, different from adult’s music – very much like children’s early speech that follows its own principles, different from adult’s speech. The principles of children’s musicking ought to be inferred from the structural organization of their non-imitative attempts to make music - bottom-to-top (as opposed to the current "a priori" top-to-bottom method of describing children's music in terms of Western tonality). Some other important issues covered in this book are the goals of musical development in childhood, the issues of musical attrition, bimusicality, and normalcy of musical abilities, the modularity of musical hearing, and the relation between musical and real-life emotions.
... Assim, é preciso um cuidador que forneça os cuidados necessários ao bebê até que este atinja o desenvolvimento necessário para sobreviver por si só. Mais do que isso, é preciso que sejam fornecidos estímulos durante determinados momentos do desenvolvimento para que a maturação se complete (Trevarthen, Aitken, Vandekerckhove, Delafield-Butt & Nagy, 2006;Feldman, 2015b). ...
... O que se conclui dessa retomada descritiva é que o bebê nasce preparado evolutivamente e psicobiologicamente para a intersubjetividade (Trevarthen, 2011;Nagy, 2011;Trevarthen et al., 2006). Isso implica no reconhecimento de sua participação na troca com o cuidador, que deverá estar apto a observar e dar sentido aos movimentos do bebê, instaurando uma sintonia entre ambos. ...
... Na primeira forma de abordagem dos dados, foi feita uma análise de conteúdo (Bardin, 2011 Desta forma, para a construção das unidades, foram utilizados os seguintes temas e respectivas referências: funções parentais (Stern, 1992;Trevarthen et al., 2006;Feldman, 2016), habilidades do bebê (Nagy, 2008;Trevarthen, 2011), diagnóstico e situações clínicas (Basaran e et al., 2013;Pereira & Kohlsdorf, 2014;Krstic et al., 2015) e reações emocionais negativas frente à deficiência (Amaral, 1995 Em Recursos disponíveis nos bebês constam: "Já brinca" (nº 1), "já tá bem esperto" (nº 2), "já senta sozinho, procura dar uns passinhos sozinho" (nº 4) e "já quer se levantar sozinha" ...
During the child development period, the relationships established may favour or hinder the acquisition of motor, cognitive and affective functions depending on the availability of the parents to do so. There is strong evidence about parental distress and complications in the parent-child relationship when a baby's physical disability is disclosed. This research assessed the parenting of babies after the diagnosis of physical disability was disclosed. The study included 20 dyads composed of primary caregiver and baby, 10 dyads whose children had physical disabilities (case group) and 10 dyads without diagnosis (control group) paired by sociodemographic criteria and by age range. Beck Anxiety and Depression Inventories, Parental Reflective Functioning Questionnaire, Ages and Stages Questionnaire and semi-structured interviews were used. Using mixed methods, qualitative analyzes were conducted and its results were discussed with descriptive statistics outcomes. No extreme differences were found between the groups regarding parental suffering with cognitive-affective symptoms being the most present. The average levels of parenting also did not differ between the groups. In general, the sample indicated satisfactory results, except for the high level of constriction presented by the caregivers of the case group. Associated with parental functions were parental suffering and the time elapsed after the disabilitys detection. It mightsuggest that parenting is more favorable when organized before the disabilitys disclosure. Observing the babies, the motor impairments did not impact their intersubjective engagement. Disability can make it difficult to give meaning to the baby's expressions due to anatomical and functional particularities, leading to responses that are out of affect attunement. It is concluded that the disability disclosure is not determinant for losses in parenting. If it causes caregivers to suffer, it is possible that they have found resources to offer the same quality of parenting as caregivers in the control group. New research in Psychology could highlight the processes of engagement and maintenance of parenting in these cases.
... Autism-related hypothesis/theory articles and non-autism specific studies and articles, we also leave without a superscript. without (Gallese and Rochat, 2018;Casartelli et al., 2020a,b), creating dissonance or intersubjective incongruence (Trevarthen et al., 2006;Delafield-Butt, 2013a, 2019). The degree of SMS disruption evidenced in autism-neurotypical interactions correlates significantly with severity of autism diagnosis (Nebel et al., 2016;Kaur et al., 2018;Su et al., 2020; Overview McNaughton and Redcay, 2020 * ). ...
We propose Rhythmic Relating for autism: a system of supports for friends, therapists, parents, and educators; a system which aims to augment bidirectional communication and complement existing therapeutic approaches. We begin by summarizing the developmental significance of social timing and the social-motor-synchrony challenges observed in early autism. Meta-analyses conclude the early primacy of such challenges, yet cite the lack of focused therapies. We identify core relational parameters in support of social-motor-synchrony and systematize these using the communicative musicality constructs: pulse; quality; and narrative. Rhythmic Relating aims to augment the clarity, contiguity, and pulse-beat of spontaneous behavior by recruiting rhythmic supports (cues, accents, turbulence) and relatable vitality; facilitating the predictive flow and just-ahead-in-time planning needed for good-enough social timing. From here, we describe possibilities for playful therapeutic interaction, small-step co-regulation, and layered sensorimotor integration. Lastly, we include several clinical case examples demonstrating the use of Rhythmic Relating within four different therapeutic approaches (Dance Movement Therapy, Improvisational Music Therapy, Play Therapy, and Musical Interaction Therapy). These clinical case examples are introduced here and several more are included in the Supplementary Material (Examples of Rhythmic Relating in Practice). A suite of pilot intervention studies is proposed to assess the efficacy of combining Rhythmic Relating with different therapeutic approaches in playful work with individuals with autism. Further experimental hypotheses are outlined, designed to clarify the significance of certain key features of the Rhythmic Relating approach.
