Severe adversity significantly alters brainfunctioning
Studies of the effects of extreme social deprivation have allowed researchers to see the link between brain functioning and behavior more clearly. A recent study examined institutionalized Romanian children who had been deprived of appropriate social interaction early in life (Rutter, 1998). Some of these children, the ones who were institutionalized under conditions of severe social isolation and emotional deprivation from birth to beyond the age of 6 months had lasting social and emotional problems. Other of these children, who were removed from the institution and placed into adoptive homes prior to 6 months of age, were still able to learn normal behavior (Rutter, 1998). Like insecure attachment and maternal depression, the social and emotional problems that resulted from this extreme neglect were mediated by neuroendocrinological changes that influence how the nerve cell connections develop and function (Carlson and Earls, 1997). Scans of the brains of these Romanian orphans show that their temporal lobes have atrophied significantly, indicating that profound social deprivation can induce equally profound alterations in the physical architecture of the brain.
Do studies of severe deprivation have implications for moderate or mild deprivation? We know that relationships are one of the most significant influences on a child’s developing brain and personality. Children learn a great deal from their caregivers, including how safe their world is. Caregivers who help children feel safe while exploring and discovering new things about their world are laying a strong foundation from which their children can grow up to be happy, confident adults. Conversely, caregivers who are consistently unable to comfort and reassure children during stressful situations are potentially laying the groundwork for behavior problems, learning problems and other serious problems, as indicated in longitudinal studies of insecurely attached children. Although there is no step-by-step guide to creating a secure attachment relationship between parents and children, most parents already know how to do this. Most parents consistently give their children a warm embrace when they are hurt or afraid, and because their children come to expect this response, they know who to turn to when they fall down or encounter a frightening situation. However, factors such as depression, drug use and stress can reduce the ability of some parents to be consistently available and responsive to their children and to behave in a reliable and appropriate way. Only future research will reveal whether the behavior problems and learning problems associated with moderate or mild deprivation are associated with corresponding changes in the physical architecture of the brain, changes that might resemble the changes induced by severe deprivation. Everything we know from animal studies suggests that we must be alert to this possibility.
CONCLUSIONS AND POLICY IMPLICATIONS
The five findings that emerge from our growing understanding of neurobiology and psychology - that a child’s brain is immature at birth, that it is changed by experience, that the timing of that experience can be important, that relationships influence a child’s social and emotional functioning, and that adversity impacts brain functioning - have important implications for both parenting and public policy. They help to explain why early childhood is so important, and suggest how providing a child with a safe and stimulating environment in which to grow and develop can promote that child’s emotional well-being and cognitive success.
Although recent research has significantly advanced our understanding of human brain development, that understanding is still limited. Much more needs to be learned about how alterations in a young child’s environment affect the development of specific abilities and behaviors, and the relationship between neurobiology and psychology – between behavior and the physical brain - also needs to be more fully understood. Although interest in the implications of brain research has increased dramatically in recent years, caution must be exercised when using conclusions from the still limited and changing body of empirical evidence to inform parenting practices or public policies. While stimulating environment can positively influence certain aspects of brain development, over-stimulating a young child can have a negative effect. Responding appropriately to a child’s cues, and modifying those responses based on the child’s subsequent responses, is part of the art of parenting. At this point, the science of brain development indicates that the art of parenting does make a difference for child development, and that policies that support parents can help them to do a better job.