Week 2: Neglect Flashcards
What is adversity?
A: Deviations or disruptions from the expected environmental context, whether or not they are perceived as threatening. This includes both deprivation of expected inputs as well as exposure to threats. There are different types of adversity, high in deprivation (like neglect) or high in threat (like abuse). Adversity can have effects even if the individual is not consciously aware it is adverse. This implies that not all forms of adversity will be interpreted or encoded by the individual as stressful or threatening - the physiological stress response could still occur due to environmental disruptions, without a subjective perception of stress.
B:
C:
A: Deviations or disruptions from the expected environmental context, whether or not they are perceived as threatening. This includes both deprivation of expected inputs as well as exposure to threats. There are different types of adversity, high in deprivation (like neglect) or high in threat (like abuse). Adversity can have effects even if the individual is not consciously aware it is adverse. This implies that not all forms of adversity will be interpreted or encoded by the individual as stressful or threatening - the physiological stress response could still occur due to environmental disruptions, without a subjective perception of stress.
Define deprivation:
A: A type of adversity that is high in the absence of expected cognitive, social, or physical affective inputs. Neglect is an example of adversity that is highly depriving, as it involves the lack of adequate nurturing, stimulation, or care from caregivers that would normally be present. She emphasized that deprivation can be as impactful on development as threats, even if it is not perceived as stressful.
B:
C:
A: A type of adversity that is high in the absence of expected cognitive, social, or physical affective inputs. Neglect is an example of adversity that is highly depriving, as it involves the lack of adequate nurturing, stimulation, or care from caregivers that would normally be present. She emphasized that deprivation can be as impactful on development as threats, even if it is not perceived as stressful.
Define threat:
A:
B:
C: A type of adversity that is high in adding atypical or harmful inputs to the environment that do not belong there. Physical and sexual abuse are examples of adversity that are highly threatening, as they involve exposing the individual to dangerous or traumatic experiences. Threat was characterized as actively introducing negative or stressful stimuli, rather than depriving the individual of expected nurturing inputs as seen in deprivation.
C: A type of adversity that is high in adding atypical or harmful inputs to the environment that do not belong there. Physical and sexual abuse are examples of adversity that are highly threatening, as they involve exposing the individual to dangerous or traumatic experiences. Threat was characterized as actively introducing negative or stressful stimuli, rather than depriving the individual of expected nurturing inputs as seen in deprivation.
Define neglect:
A: Neglect is the most common form of maltreatment that happens to children, 80% of abuse is categorized as neglect, both physical and emotional neglect. Neglect involves a lack of adequate opportunity for social, cognitive, and intellectual stimulation, which is also known as psychosocial deprivation. Neglect deprives children of expected nurturing, care, warmth, and stimulation from caregivers, which has detrimental effects on development, even if not perceived as threatening.
B:
C:
A: Neglect is the most common form of maltreatment that happens to children, 80% of abuse is categorized as neglect, both physical and emotional neglect. Neglect involves a lack of adequate opportunity for social, cognitive, and intellectual stimulation, which is also known as psychosocial deprivation. Neglect deprives children of expected nurturing, care, warmth, and stimulation from caregivers, which has detrimental effects on development, even if not perceived as threatening.
What is Secondary Altriciality?
A:
B:
C: Secondary altriciality explains how human neonates are born very prematurely compared to other primates. Humans are born with the least developed brains of any primates and need to stay in the womb much longer to fully develop, around 3 times longer, to catch up to other primates in terms of maturity. This is why humans rely on the presence of another, usually the mother, for survival from a very young age - we are a species that depends on caregivers, which she referred to as existing in a state of secondary altriciality.
C: Secondary altriciality explains how human neonates are born very prematurely compared to other primates. Humans are born with the least developed brains of any primates and need to stay in the womb much longer to fully develop, around 3 times longer, to catch up to other primates in terms of maturity. This is why humans rely on the presence of another, usually the mother, for survival from a very young age - we are a species that depends on caregivers, which she referred to as existing in a state of secondary altriciality.
What do human infants require in order to survive/thrive?
A:
B: Human infants require food, water, shelter, and protection to meet basic physical needs. Warmth, nurturing care, and stimulation from a dedicated caregiver. Opportunity for social and intellectual development through interaction and responsiveness from caregivers. Emotional inputs like comfort, touch, and affection, as demonstrated by Harlow’s monkey experiments showing the critical importance of psychosocial needs being met.
C:
B: Human infants require food, water, shelter, and protection to meet basic physical needs. Warmth, nurturing care, and stimulation from a dedicated caregiver. Opportunity for social and intellectual development through interaction and responsiveness from caregivers. Emotional inputs like comfort, touch, and affection, as demonstrated by Harlow’s monkey experiments showing the critical importance of psychosocial needs being met.
Example: The professor discussed an experiment done with babies who had tuberculosis in the early 1900s. These babies were isolated in hospitals to prevent the spread of the disease. Babies who were isolated with very little interaction did much worse developmentally - they showed signs of autism-like behaviors and severe developmental delays. This helped show that babies need more than just basic physical needs met and that social and emotional stimulation from caregivers is also critically important for healthy development.
Why does the human brain need stimulation to develop?
A: Stimulation is what initiates sensitive periods in brain development. Sensitive periods start because there is a huge influx of stimuli, and the brain needs stimulation in order to develop properly. Providing appropriate stimulation for children is important, as stimulation comes from interactions with caregivers. This stimulation helps drive experience-dependent brain development during sensitive periods.
B:
C:
A: Stimulation is what initiates sensitive periods in brain development. Sensitive periods start because there is a huge influx of stimuli, and the brain needs stimulation in order to develop properly. Providing appropriate stimulation for children is important, as stimulation comes from interactions with caregivers. This stimulation helps drive experience-dependent brain development during sensitive periods.
How does Harry Harlow’s Rhesus Monkey Experiment prove that nurture, warmth, and love are necessary in order to thrive?
A:
B:
C: Harry Harlow found that infant monkeys preferred a soft surrogate mother wrapped in a terry cloth over a wire surrogate even if the wire surrogate provided food. This demonstrated that infants have a need for comfort, touch, and affection that is just as strong as their need for food. It showed psychosocial needs are critically important for healthy development and survival.
C: Harry Harlow found that infant monkeys preferred a soft surrogate mother wrapped in a terry cloth over a wire surrogate even if the wire surrogate provided food. This demonstrated that infants have a need for comfort, touch, and affection that is just as strong as their need for food. It showed psychosocial needs are critically important for healthy development and survival.
“When initially removed from total social isolation…they usually go into a state of depression, characterized by …autistic self-clutching and rocking. One of the
six monkeys isolated for 3 months refused to eat after release and died 5 days later. The autopsy report attributed death to“emotional anorexia.” …The effects of 6 months of total social isolation were so devastating and debilitating … but we assumed initially that 12 months of isolation would not produce any additional
decrement. This assumption proved to be false;12 months of isolation almost obliterated the animals socially.”
What is psychosocial deprivation?
A:
B: Psychosocial deprivation is used to describe the lack of adequate opportunity for social and intellectual stimulation from caregivers (A.K.A. nurture). This deprivation goes beyond just lacking basic needs like food and shelter. Humans have an intrinsic need for social interaction and nurturing from a very young age. Depriving children of expected warmth, care and responsiveness constitutes psychosocial deprivation, which can be just as detrimental to development as threats or physical deprivation.
C:
B: Psychosocial deprivation is used to describe the lack of adequate opportunity for social and intellectual stimulation from caregivers (A.K.A. nurture). This deprivation goes beyond just lacking basic needs like food and shelter. Humans have an intrinsic need for social interaction and nurturing from a very young age. Depriving children of expected warmth, care and responsiveness constitutes psychosocial deprivation, which can be just as detrimental to development as threats or physical deprivation.
Example:
The professor discussed the case of over 150,000 children discovered in orphanages in Romania in the late 1980s/early 1990s under the dictatorship of Nicolae Ceausescu. Many families had given children to state institutions due to poverty or policies encouraging large families. When the children were examined, they showed physical, cognitive, and socioemotional impairments like stunted growth and indiscriminate friendliness due to extreme psychosocial deprivation in the orphanages.
What are the social and behavioral outcomes of psychosocial deprivation?
A:
B: Psychosocial deprivation can lead to disturbances in social relatedness and attachment. It is also associated with an increased risk of externalizing disorders like ADHD, OCD, and conduct disorder, as well as internalizing disorders such as anxiety, depression, low IQ, indiscriminate friendliness toward strangers, and decreased responses to sensory stimuli.
C:
B: Psychosocial deprivation can lead to disturbances in social relatedness and attachment. It is also associated with an increased risk of externalizing disorders like ADHD, OCD, and conduct disorder, as well as internalizing disorders such as anxiety, depression, low IQ, indiscriminate friendliness toward strangers, and decreased responses to sensory stimuli.
Discuss the Bucharest Early Intervention Project (BEIP):
A:
B: Research was done on some of the Romanian orphans from the orphanages in Bucharest where they were able to conduct a randomized controlled study where some children remained in institutions while others were placed in high-quality foster care. The key findings were that the children placed into foster care showed cognitive recovery (their cognitive abilities improved). This recovery was most pronounced in younger children placed into foster care. However, while cognitive effects were seen, social-emotional recovery or improvement was not observed to the same degree. This helped highlight the importance of sensitive periods in development, and how early adversity can specifically impact the amygdala and socio-emotional regulation.
C:
B: Research was done on some of the Romanian orphans from the orphanages in Bucharest where they were able to conduct a randomized controlled study where some children remained in institutions while others were placed in high-quality foster care. The key findings were that the children placed into foster care showed cognitive recovery (their cognitive abilities improved). This recovery was most pronounced in younger children placed into foster care. However, while cognitive effects were seen, social-emotional recovery or improvement was not observed to the same degree. This helped highlight the importance of sensitive periods in development, and how early adversity can specifically impact the amygdala and socio-emotional regulation.
Discuss adaptation:
A: We can talk about adaptation in the context of explaining how stress responses work in the body. Stress does not cause the body to break down, but rather to adapt in ways that are beneficial for survival when facing threats. The changes seen from stress and adversity are adaptive responses, not signs that things are going wrong. However, adaptations can become maladaptive if the stressful circumstances are no longer present but the body remains in a heightened stress state due to early life experiences.
B:
C:
A: We can talk about adaptation in the context of explaining how stress responses work in the body. Stress does not cause the body to break down, but rather to adapt in ways that are beneficial for survival when facing threats. The changes seen from stress and adversity are adaptive responses, not signs that things are going wrong. However, adaptations can become maladaptive if the stressful circumstances are no longer present but the body remains in a heightened stress state due to early life experiences.
Discuss the phenomenon of “indiscriminate friendliness” as a behavior commonly observed in children who experienced psychosocial deprivation:
A: These children do not discriminate between caregivers and strangers and will approach anyone indiscriminately. While this may seem harmless, it actually shows an impairment in secure attachment formation. Its a sign of the lack of appropriate social inputs and nurturing relationships during sensitive periods of development.
B:
C:
A: These children do not discriminate between caregivers and strangers and will approach anyone indiscriminately. While this may seem harmless, it actually shows an impairment in secure attachment formation. Its a sign of the lack of appropriate social inputs and nurturing relationships during sensitive periods of development.
Discuss why children who have experienced psychosocial deprivation may show a decreased response to sensory stimuli:
A:
B:
C: Children who have experienced psychosocial deprivation may show a decreased response to sensory stimuli. This could be an adaptive response developed in the deprivation environment, where sensory information was unpredictable and meaningless. However, this adaptation becomes maladaptive after being placed in a nurturing environment where typical social and sensory processing is needed.
C: Children who have experienced psychosocial deprivation may show a decreased response to sensory stimuli. This could be an adaptive response developed in the deprivation environment, where sensory information was unpredictable and meaningless. However, this adaptation becomes maladaptive after being placed in a nurturing environment where typical social and sensory processing is needed.
Discuss why adversity and stress during sensitive periods can lead to increased reactivity and sensitivity to emotional stimuli in brain regions like the amygdala:
A: Adversity and stress during sensitive periods can lead to increased reactivity and sensitivity to emotional stimuli in brain regions like the amygdala. This is an adaptive response that helps the individual be highly attuned to threats and the emotional states of others when in survival mode. However, this heightened sensitivity could become maladaptive if the stressful environment is no longer present but the brain remains primed for threat detection. They also engage in more anxious and depressive behaviors.
B:
C:
A: Adversity and stress during sensitive periods can lead to increased reactivity and sensitivity to emotional stimuli in brain regions like the amygdala. This is an adaptive response that helps the individual be highly attuned to threats and the emotional states of others when in survival mode. However, this heightened sensitivity could become maladaptive if the stressful environment is no longer present but the brain remains primed for threat detection. They also engage in more anxious and depressive behaviors.
Does development = determinism?
A: Yes
B: No
B: No
Development is not equal to determinism. Adversities aren’t necessarily anyone’s fate or destiny. There are many other variables involved, so the effects of adversity seen in populations do not necessarily determine an individual’s experience or anyone else’s experience.
From a developmental perspective, how would we expect the amygdala to typically function in an infant/young child?
A: From a developmental perspective, we would expect the amygdala to typically be quiet and not very engaged in an infant or young child. The amygdala’s job is to detect danger in the environment, but infants and young children are very helpless, so it is adaptive for their amygdala to not be worrying about danger on its own. Typically the presence of the caregiver, like the mother, can help buffer the child’s amygdala responses and keep it quiet since the caregiver is looking out for threats to the child’s safety.
B:
C:
A: From a developmental perspective, we would expect the amygdala to typically be quiet and not very engaged in an infant or young child. The amygdala’s job is to detect danger in the environment, but infants and young children are very helpless, so it is adaptive for their amygdala to not be worrying about danger on its own. Typically the presence of the caregiver, like the mother, can help buffer the child’s amygdala responses and keep it quiet since the caregiver is looking out for threats to the child’s safety.
What happens to the amygdala when there is no caregiver?
A:
B:
C: When there is no caregiver present, the amygdala will not be able to stay quiet and will have to accelerate its own neural development to become more adult-like at an earlier age. Without a caregiver to look out for threats, the body adapts by having the amygdala mature more quickly so the child can learn about danger in the environment themselves in order to survive. This premature engagement of the amygdala can lead to effects like hypervigilance.
C: When there is no caregiver present, the amygdala will not be able to stay quiet and will have to accelerate its own neural development to become more adult-like at an earlier age. Without a caregiver to look out for threats, the body adapts by having the amygdala mature more quickly so the child can learn about danger in the environment themselves in order to survive. This premature engagement of the amygdala can lead to effects like hypervigilance.
For example, in children who experienced institutional care or neglect, their amygdala tended to be larger in size. A larger amygdala means it is stronger and more robustly activated. These children showed premature engagement of the amygdala, where it learned about threats in the environment earlier than typical. This led to effects like hypervigilance and altered emotional responses. The amygdala connectivity with the prefrontal cortex also changed, showing a more adult-like pattern in childhood.
How does early adversity impact attachment?
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B:
C:
Attachment is where the primary insults from early adversity like neglect are seen, more so than other developmental domains. Attachment develops as infants learn what love, nurturing and care mean through interactions with their dedicated caregiver. Everyone needs at least one dedicated caregiver to have the full attachment experience, though some cultures distribute caregiving amongst groups. Different qualities of attachment can form depending on the caregiver’s responsiveness, like if they are rejecting, abusive, have mental illness, etc. Reactive attachment disorder stems from having no attachment figure at all during development.
- This was the border wall video with the mom and child reuniting and the child wanted nothing to do with the mom
How does being a previously institutionalized youth affect increased amygdala volume and reactivity, increased anxiety, and early maturation of prefrontal cortex-amygdala connectivity?
A:
B:
C: Studies have found that previously institutionalized youth have an increased volume in the amygdala, especially for those adopted after 15 months of age. This is referred to as a dose-response relationship between time spent in an institution and amygdala volume. The more time a child spent in an institution, the larger their amygdala volume was found to be. It’s not just whether you were in an institution or not that matters, but how much time you spent there. The longer exposure to that environment, the bigger the impact on amygdala development. A larger amygdala means it is stronger and more robustly activated. They also show premature engagement of the amygdala and prefrontal cortex connectivity, displaying a more adult-like pattern in childhood. This early maturation is an acceleration of development to allow them to be more adult-like earlier without caregiver support. In a healthy adult, the prefrontal cortex and amygdala have a negative correlation - when the amygdala is activated, the prefrontal cortex will also activate to help regulate and quiet the amygdala’s response. In a typical child, the prefrontal cortex and amygdala move in the same direction together, as the prefrontal cortex is still developing. However, in institutionalized children, even as children their prefrontal cortex-amygdala connectivity resembled adults, with a negative correlation - the prefrontal cortex engaged earlier to regulate responses without caregiver support. This premature engagement can lead to effects like increased anxiety, hypervigilance, and altered emotional responses in these youth.
C: Studies have found that previously institutionalized youth have an increased volume in the amygdala, especially for those adopted after 15 months of age. This is referred to as a dose-response relationship between time spent in an institution and amygdala volume. The more time a child spent in an institution, the larger their amygdala volume was found to be. It’s not just whether you were in an institution or not that matters, but how much time you spent there. The longer exposure to that environment, the bigger the impact on amygdala development. A larger amygdala means it is stronger and more robustly activated. They also show premature engagement of the amygdala and prefrontal cortex connectivity, displaying a more adult-like pattern in childhood. This early maturation is an acceleration of development to allow them to be more adult-like earlier without caregiver support. In a healthy adult, the prefrontal cortex and amygdala have a negative correlation - when the amygdala is activated, the prefrontal cortex will also activate to help regulate and quiet the amygdala’s response. In a typical child, the prefrontal cortex and amygdala move in the same direction together, as the prefrontal cortex is still developing. However, in institutionalized children, even as children their prefrontal cortex-amygdala connectivity resembled adults, with a negative correlation - the prefrontal cortex engaged earlier to regulate responses without caregiver support. This premature engagement can lead to effects like increased anxiety, hypervigilance, and altered emotional responses in these youth.
What were the epigenetic changes found in children who were previously institutionalized?
A: Studies have found epigenetic changes in children who were previously institutionalized, even as young as 3 years old. They saw shorter telomere length in these children, indicating their stress response was “eating away” at their cells more quickly. Shorter telomeres mean cells are aging faster and the individual may have a shorter lifespan. This provides evidence of the biological toll that chronic stress and lack of caregiver support can take on a developing body and brain.
B:
C:
A: Studies have found epigenetic changes in children who were previously institutionalized, even as young as 3 years old. They saw shorter telomere length in these children, indicating their stress response was “eating away” at their cells more quickly. Shorter telomeres mean cells are aging faster and the individual may have a shorter lifespan. This provides evidence of the biological toll that chronic stress and lack of caregiver support can take on a developing body and brain.
True or false: Studies have shown that children who experienced caregiver neglect or deprivation through institutionalization often display atypical behaviors and effects that persist into adulthood.
A: True
B: False
A: True
Studies have shown that children who experienced caregiver neglect or deprivation through institutionalization often display atypical behaviors and effects that persist into adulthood.
EXAMPLES:
- Higher stress and emotional reactivity
- Increased fearful and anxious behaviors
- Higher sensitivity to negative information
- More internalizing problems like depression and anxiety
- Difficulty forming secure peer relationships and friendships
- Less social competence and more quarrelsome behavior
Discuss the relationship between sensitive periods and the development of the amygdala:
A:
B:
C:
The amygdala’s development and how it learns about detecting danger in the environment is established very early, during sensitive periods of development (0-4 years old in females & 0-6 years old in males). If something negative happens, like a lack of a caregiver, within these sensitive periods it can have long-lasting effects, as the amygdala’s role in stress responses and threat detection gets programmed at a young age. Institutionalized children may show effects like increased anxiety and reactivity due to their amygdala’s development being impacted during sensitive periods without adequate caregiver support.
What happens to the amygdala when a child experiences caregiver neglect or deprivation during sensitive periods of development?
A:
B:
C:
The amygdala may develop to be larger in size, as it works harder to detect threats without caregiver support. A larger amygdala is stronger and more robustly activated. The amygdala’s development and functioning is accelerated. It has to mature earlier than typical to take on threat detection responsibilities without a caregiver’s help. Connectivity between the amygdala and prefrontal cortex changes, showing a more adult-like negative correlation pattern even in childhood. This is also a sign of accelerated development. The amygdala learns about threats and dangers in the environment at an earlier age than typical due to premature engagement during sensitive periods without caregiver buffering. This premature amygdala development and engagement can contribute to later effects like increased anxiety, hypervigilance, and altered emotional reactivity.
Connectivity between the amygdala and prefrontal cortex changes, showing a more adult-like negative correlation pattern even in childhood, what does this mean?
A:
B:
C:
This statement refers to how the connectivity and interaction between the amygdala and prefrontal cortex changes in children who experienced early adversity like institutionalization or neglect. Normally in adults, there is a negative correlation - when the amygdala is activated in response to a threat, the prefrontal cortex will also activate to help regulate the amygdala’s response. In typical developing children, the amygdala and prefrontal cortex activity patterns are positively correlated, moving in the same direction together, since the prefrontal cortex is still maturing. However, institutionalized children showed a pattern resembling adults even in childhood - their amygdala and prefrontal cortex connectivity displayed a negative correlation, with the prefrontal cortex engaging earlier to regulate the amygdala without caregiver support. This represents an accelerated developmental trajectory.
Is it true that children adopted out of institutional care before 6 months tend to not exhibit the same negative effects as those adopted after 6 months of age?
A: Yes
B: No
A: Yes
Research has shown that children adopted out of institutional care before 6 months tend to not exhibit the same negative effects as those adopted after 6 months of age. Being adopted before this 6-month window may help avoid long-term impacts since sensitive periods of development are not being disrupted as significantly. However, we do not have definitive evidence and the research in this area is still limited.
Does neglect exist on a spectrum?
A: Yes
B: No
A: Yes
Neglect exists on a spectrum. Institutionalization is a more severe form of neglect, but we can’t make assumptions about what constitutes neglect. There can be cultural factors that influence definitions of neglect and even lower levels of neglect, existing somewhere on the spectrum, can still negatively impact attachment development, which is where the primary effects are seen following early adversity.
