Our Children Are Watching

Survival of any biological system requires the establishment of homeostatic equilibrium and the flexibility to change in response to environmental challenges. 

This tension between maintaining stability and adapting to change is the canvass on which development is painted.  Development is a process of perturbing a system enough so that a new homeostatic set point (or “comfort zone”) is established.  Development can be conceptualized as a system moving from a state of organization, to disorganization and then reorganization.  It is not a continuous  upward progression but of peaks and valleys.  In the weeks prior to a toddler beginning to walk they may have difficulty sleeping through the night.  These developmental transitions are pivotal points that present children and their family members with both     opportunities and challenges.

However, if the mother’s attachment templates are associated with inconsistency, unpredictability, abandonment and threat then the thoughts of the infant trigger anxiety and distress.  To cope with this stress, some mothers may recapitulate her early experience and distance herself from her infant.  These mothers may not experience the same level of pleasure and struggle to meet the anticipated demands of their new role.  The mother might interpret the movement within her body as irritating, demanding, already overwhelmed and anticipate the worst after birth.  She may begin to question her own capacity to care for the infant but not see others as a resource.  Some mothers think that the baby will provide them the love they never felt earlier in their lives.  In these situations the mother knows the fetus is a part of her but she struggles to hold on to their separateness. 

After birth the mother can experience a sense of loss, depression or an overall sense of being overwhelmed.   A mother with a history of unhealthy attachments may not exhibit the same biological drive to be present and attuned to her newborn.  She does not derive a sense of pleasure when interacting with the infant.  This lack of pleasure or stress is communicated nonverbally to the infant through facial expressions and tactile interactions.  The infant’s own pleasure centers are not activated and his/her stress responses are not soothed.  Associations to other humans are weak and unsatisfying.  In an attempt to survive, experiences their mother can tolerate are ruled in and actions that cause her to withdraw are ruled out.  These rules are the framework for relational templates that guide future social interactions.

If an infant has access to other caregivers (fathers, relatives, and community members), they can form more positive, rewarding associations that allow them to compensate for the unresponsive maternal figure.   In today’s society, however, many parents are separated from their families of origin and isolated from community resources.   It is only after a child has been abused or severely neglected that the larger community gets involved.  

 There is no greater investment a society can make than to invest in the well being of its children.  In order to protect children, we must first protect the women in our society.  By creating opportunities for women to express their genetic potential, protecting them from abuse, providing access to quality health care and creating a supportive community, we develop the foundation for growth facilitative environments for our children.  Dr Bruce Perry says “The best time to help a child is 100 years before they are born”.   We cannot afford to wait.  Our children are  watching. 

 

Brain Development in Toddlers: What Happens and Why

The brain—unlike other vital organs in the body, whose organization and processes are completely functional at birth and then grow in a linear manner along with the body—is unfinished and immature in its development at birth. Brain development is front-loaded, with the majority of neurological systems being developed within the first three years of life.

This explosion of the brain and nervous system is constructed through interactions of our genetic programming and environmental influences. Over 70% of the brain’s organization takes place after birth. By exposure to patterned, repetitive stimulation from the external sensory and the internal biochemical environment, neurons are modified and the connections between them are established, strengthened, or eliminated. Neurons that are activated simultaneously form connections that increase the probability that these same neural patterns will be activated together in the future. Those cells or neural networks that are not activated die and get reabsorbed. This neurological architectural sculpturing process of overgrowth of neuronal synaptic connections, followed by a pruning back of unused cells is a principal labeled “use- or experience-dependent development.” Cells that fire together are wired to get together.

A two-year-old has twice as many synaptic connections as an adult. The incredible capacity of the brain to change in response to sensory information, store that input, and then use the information to guide our behavior allows humans to adapt to a wide range of environments. This ability to adapt is a gift but it also leaves children extremely vulnerable to long term consequences from maltreatment. The most powerful stimuli during this critical developmental period are the interactions with caretakers. The sensory interactions between a caretaker and an infant actually wire the brain and create the internal relational representations that will guide our behavior throughout life.

The brain, which is going through such explosive development from conception to age four, is most sensitive to exposure to growth facilitative or growth inhibiting experiences. Experiences we have early in life have the greatest impact on our long term cognitive, emotional and social functioning.  The experiences we expose our children to with the greatest frequency will influence not only their behavior but alter the way their genes are expressed and the way their brains process information, Two children with equal genetic potential, one raised in a safe, predictable and nurturing environment and one raised in a threatening, chaotic environment will have very different developmental trajectories. The first will be capable of tolerating stress, engaging in and succeeding in the complex social environments of school, peers and later work. The second child will struggle to feel safe, have trouble engaging others and maintaining healthy relationships and be at greater risk for mental health, academic, medical and substance abuse problems throughout their lives.

The best way to help children is through preventive measures that raise the awareness of the potentials and vulnerabilities of our children in our communities. By educating parents, grandparents, physicians, teachers, coaches, and other adults that interact with children to be sensitive to their developmental needs, we can increase exposure to those experiences that allow the expression of our children's genetic potential and minimize exposure to those that increase risk factors. For those unfortunate children exposed to abuse, neglect and violence, early identification and interventions from mental health professionals that are trauma-informed will have the greatest impact and result in best outcomes.

Welcome Dr. Jerry!



Dr. Jerry Yager
DCAC's Director of Education & Training

 We would like to give a huge WELCOME to Dr. Jerry Yager as our Director of Education & Training.

Dr. Yager is a Clinical Psychologist with more than 25 years of experience in the assessment and treatment of traumatized children and adolescents. He specializes in working with adolescents who exhibit self-destructive behavior and have severe mental illness such as clinical depression, bipolar mood disorder, post-traumatic distress disorder and psychosis. Before joining DCAC, Jerry was the Executive Director of the Denver Children's Home, which shares a mission with DCAC to provide high quality mental health care for low-income children whose problems would otherwise go undiagnosed and untreated. Jerry received his Doctorate in Psychology from Nova University, and a Bachelor of Arts in Psychology from the University of Colorado.  He is a ChildTrauma fellow with the ChildTrauma Academy, and conducts professional training in Colorado and nationally.

In this newly created position, Jerry will lead the expansion of DCAC's training program for mental health professionals and community members, with a dual focus on child abuse prevention and the assessment and treatment for child trauma. The multi-level training program is designed to equip all those who work with children-therapists, foster parents, social service caseworkers, police, prosecutors, victim advocates, medical doctors, school personnel and family members-with the tools to meet the complex needs of children along the continuum of need from at-risk to severely traumatized. By providing high quality training, DCAC's goal is to create a seamless web of care for children in our state.

I know you will want to visit this blog weekly to see what Dr. Jerry has to share.  You may contact him directly by CLICKING HERE with your questions and responses.

Welcome, Dr. Jerry.  We're happy to have you aboard!